Michael Lowry

Michael Lowry

Fellowship Placement: Library of Congress
Hometown: Chattanooga, Tennessee

Michael Lowry was one of the first Nationally Board Certified Teachers (Physics) in Tennessee and a Presidential Awardee for Excellence in Science Teaching.

For over three decades, Mr. Lowry has been a faculty member of The McCallie School in Chattanooga, TN and has most recently served as Department Chair for Science, creating and teaching  a variety of courses for 6-12th grade students. As the High School Division Director for NSTA, he was active in reviewing and supporting the creation of NGSS. He served on the development committee for creating the 2028 NAEP science framework. His commitment extends beyond academics, as evidenced by his role as a climbing coach, creating a fencing program and leading students into the wild places of our country on extended backcountry expeditions.

His dedication to continued growth is reflected in his participation in highly diverse programs, including a Fulbright Fellowship in Singapore, where he researched the role of department chairs as reform agents, as well as a Fulbright Memorial Fellowship to Japan. He also served as a Curricular Field Tester for the National Center for Science Education and continues his affiliation as a Teacher Ambassador. Further demonstrating his pedagogical curiosity, he participated in the National Endowment for the Humanities Summer Seminars for Teachers, was a Woodrow Wilson Fellow focusing on Environmental Science and Biology Institutes at Princeton University, and a Research Experience for Teachers (RET) participant at Penn State University's College of Engineering.

Among his more enjoyable achievements is his work as a contributing editor to The Science Teacher and The Clearing House. He is particularly passionate about leveraging emerging technologies and is eager to learn how AI will transform teaching and learning. His motivation stems from a deep-seated belief that science education should empower students to think critically, solve real-world problems, and foster a lifelong curiosity. He strives to create dynamic learning environments where students are active participants in their own discovery.

Mr. Lowry brings significant experience working on STEM-related policy topics, including educational standards, professional development, and funding initiatives. He enjoys working with a wide group of stakeholders and is eager to bridge the gap between classroom realities and policy decisions, ensuring policies are practical and impactful.