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Catherine Eberbach





Learning has been at the core of my professional experience as a museum educator, researcher, and administrator. During this tenure, I have created and developed innovative education, exhibition, and outreach programs that focused on delivering scientific experiences to visitors of all ages, interests, and backgrounds. Over the course of this work, I assumed varying levels of leadership within museums and professional associations. My experience with strategic planning, communication, and fundraising have resulted in initiatives that forged new facilities and audiences, extended professional practices, and increased revenues. Most recently, I have reconstituted these experiences into an educational research program that investigates the connections between designed environments (natural, built, and virtual) and visitor engagement in scientific reasoning and practice. 


Eberbach, C. (under review). From everyday to scientific observation: How children learn to observe the biologists world.
Eberbach, C. (2007). Educators without borders. Public Garden 22(1), 5-6.
Eberbach, C. & Crowley, K. (2005). From real to virtual: Learning from museum objects. Curator 48(3), 317-338.
Eberbach, C. & Crowley, K. (2005) Learning research in public gardens. Public Garden, 19(2), 14-17.
Eberbach, C. (1999). Kids, museums, and the great outdoors. Hand-to-Hand, 13(3), 1-6.
Eberbach, C. (1992). Childrens gardens: The meaning of place. In D. Relf (Ed.), The role of horticulture in human well-being and social development, 73-77.