April Cordero Maskiewicz, Ph.D.

  • Director of the University Now Program
  • Professor of Biology
  • Phone: 619.849.2328


  • B.S., Biology, University of California, San Diego
  • M.A., Curriculum and Instruction, University of California, San Diego
  • Ph.D., Mathematics and Science Education, University of California, San Diego and San Diego State University
  • Post-Doctoral: Department of Chemistry and Biochemistry, UCSD


Dr. Maskiewicz earned her B.S. in Biology from UC San Diego in 1988 and her California Single Subject Clear Credential in Physical Science and Life Science from UC San Diego in 1992.  Dr. Maskiewicz earned her M.A. in Curriculum and Instruction, with a focus on Science Education, also from UC San Diego, in 2000.  Her Ph.D. in Mathematics and Science Education was jointly from UC San Diego and San Diego State University in 2006, with her Post-Doctoral Studies at the Department of Chemistry and Biochemistry at UC San Diego from 2006-2007.


Animal Biology
Ecology and Conservation
Ecological and Evolutionary Systems
Research Methodology (Biology Education)
Science Education Seminar (Learning Theories and Research)


My current research focuses on developing more effective approaches for teaching ecology and evolution that are grounded in the learning sciences research so that students will develop not only content knowledge, but biological ways of thinking and reasoning about the living world. I am also active in several professional development projects with K-12 teachers as well as university biology faculty. My findings contribute to the scholarly discourse in education on learning in biology and to the development of theory for reconceptualizing biology instruction.


University NOW is a biology and writing course offered to local underprivileged high school students. The goals of the program are to help students envisage themselves as college students, and to get a head start on university-level material.

Biology Graduate Program

BioLogos Voices - Speaker's Bureau

TEDx Talk on Evolution and Faith

Science and Faith Documentary Film - From the Dust: Conversations in Creation

Biology by the Sea - Teachers' Workshop, ended in 2014


  • Watkins, J., Coffey, J., Maskiewicz, A. & Hammer, D. (in press). An account of progress in teachers’ epistemological framing of science inquiry. In G. Schraw, J. Brownlee, L. Olafson & M. Vanderveldt (Eds.), Teachers’ Personal Epistemologies: Evolving Models for Transforming Practice.
  • Silva, M. & Maskiewicz, A. (in press). Understanding Causal Relationships in Food Webs Using Data Rich Problem Tasks. American Biology Teacher.
  • Maskiewicz, A. (2015). Navigating the Challenges of Teaching Responsively: An Insider's Perspective. In A. Robertson, R. Scherr & D. Hammer (Eds.), Responsive Teaching in Science & Mathematics (pp.105-125). New York: Routledge.
  • Lodahl, M. E., & Maskiewicz, A. C. (2014). Renewal in Love: Living Holy Lives in God's Good Creation. Kansas City: Beacon Hill Press.
  • White, J. & Maskiewicz, A. (2014).  Understanding Cellular Respiration in terms of Matter and Energy within Ecosystems. American Biology Teacher, 76(6), 408-414.
  • Maskiewicz, A. & Lineback, J. (2013). “Misconceptions are so yesterday”. CBE-Life Sciences Education, 12, (3), 352–356.
  • Maskiewicz, A. (2013, April). Navigating the Challenges of Teaching Responsively: An Insider's Perspective. Paper presented at National Association of Research in Science Teaching - San Juan, Puerto Rico.
  • Maskiewicz, A. & Winters, V. (2012). Understanding the Co-Construction of Inquiry Practices: A Case Study of a Responsive Teaching Environment. Journal of Research in Science Teaching, 49(4), 429-464.
  • Maskiewicz, A., Griscom, H. & Welch, N. (2012). Using targeted active-learning exercises and diagnostic question clusters to improve students’ understanding of carbon cycling in ecosystems. Life Sciences Education; CBE,11, 58-67.
  • Hartley, L., Momsen, J., Maskiewicz, A. & D’Avanzo, C. (2012). Energy and matter: Differences in discourse in physical and biological sciences can be confusing for introductory biology students. BioScience, 62(5), 488-496.
  • Alvarado, M. & Maskiewicz, A.  (2011). Teaching High School Physiology Using a Popular TV Medical Drama.  The American Biology Teacher, 73(6), 322-328.
  • Maskiewicz, A. & Winters, V.  (2010). Interpreting elementary science teacher responsiveness through epistemological framing. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL.