Dr. Brett L. M. Levy


Assistant Professor
PHONE: (518) 442-4978
FAX: (518) 442-5008

EMAIL: bllevy@albany.edu



Dr. Levy is an assistant professor of Educational Theory and Practice. His research explores how educational programs can support civic and political engagement among youth and how such engagement can in turn foster academic and life skills. His dissertation, which explored adolescents' political efficacy and engagement during a Model United Nations program, won the 2012 Exemplary Dissertation Award from the National Council for the Social Studies, and he is currently conducting studies exploring students' experiences in discussion-based government courses at several high schools. Dr. Levy teaches courses on youth civic engagement, social studies education, research methods, and environmental education. Before graduate school, he taught middle school social studies, history, and English at public and private schools in California.

CV 2018

Google Scholar Profile

ResearchGate Profile


Ph.D., University of Michigan (Educational Studies) 2011

M.S., University of Michigan (Environmental Behavior, Education, and Communication) 2010

M.A., University of Michigan (Educational Research Methods) 2008

B.A., Princeton University (History) 2000

Selected Publications:

Levy, B. L. M., Babb-Guerra, A., Owczarek, S., & Batt, L. (in press). Can education reduce political polarization?: Fostering open-minded political engagement during the Legislative Semester. Teachers College Record.

Levy, B. L. M. (2018). Youth developing political efficacy through social learning experiences: Becoming active participants in a supportive Model United Nations club. Theory & Research in Social Education 46(3), 410-48.

Meehan, C. & Levy, B. L. M., & Collet-Gildard, L. (2018). Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses. Science Education, 102(3), 1 - 29.

Levy, B. L. M., Collet, L. J., & Owenby, T. C. (2017). Generating dynamic democratic discussions: An analysis of teaching with US presidential debates. The Social Studies, 108(2), 39 - 54.

Levy, B. L. M., Solomon, B. G., & Collet-Gildard, L. (2016). Fostering political interest among youth during the 2012 presidential election: Instructional opportunities and challenges in a swing state. Educational Researcher, 45(9), 483 - 95.

Levy, B. L. M. (2016). Advising a Model United Nations club: A scaffolded youth-adult partnership to fosteractive participation and political engagement. Teaching and Teacher Education, 59, 13 - 27.

Levy, B. L. M., Journell, W., He, Y., & Towns, B. (2015). Students blogging about politics: A study of students' political engagementand a teacher's pedagogy during a semester-long political blog assignment. Computers & Education, 88, 64 - 71.

Levy, B. L. M., Hartwick, J., Pope, S., & Gudgel, S. (2014). What's money got to do with it?: Fostering productive discussions about campaign finance. The Social Studies, 105(5), 213-221.

Levy, B. L. M., Thomas, E., Drago, K., & Rex, L. (2013). Examining studies of inquiry-based learning in three fields of education: Sparking generative conversation. Journal of Teacher Education, 64(5), 387-408.

Levy, B. L. M., & Zint, M. T. (2013). Towards fostering environmental political participation: Framing an agenda for environmental education research. Environmental Education Research, 19(5), 553-576.

Levy, B. L. M. (2013). An empirical exploration of factors related to adolescents' political efficacy. Educational Psychology, 33(3), 357-390.

Hartwick, J. M., & Levy, B. L. M. (2012). Teaching about big money in elections: To amend or not to amend the U.S. Constitution? Social Education, 76(5), 236-241. 

Levy, B. L. M., & Marans, R. W. (2012). Towards a campus culture of environmental sustainability: Recommendations for a large university. International Journal of Sustainability in Higher Education, 13(4), 365-377.

Levy, B. L. M. (2011). Fostering cautious political efficacy through civic advocacy projects: A mixed methods case study of an innovative high school class. Theory and Research in Social Education, 39(2), 238-77.