Doug Lombardi is an Associate Professor in the Department of Human Development and Quantitative Methodology, University of Maryland. As the head of the Science Learning Research Group (http://sciencelearning.net), he conducts research examining reasoning and critical thinking about knowledge claims. Much of this research is within the context of formal classroom settings and focuses on effective teaching tools and strategies to support deep learning, particularly about scientific topics that pose local, regional, and global challenges (e.g., science denial and disinformation, the climate crisis, availability of freshwater resources). Lombardi has received recognition from the American Educational Research Association’s Division C, Learning and Instruction (Outstanding Early Career Scholar Award ), American Psychological Association’s Division 15, Educational Psychology (Richard E. Snow Award for Early Contributions), The Society for Text and Discourse (Tom Trabasso Young Investigator Award), and NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research (Early Career Research Award). His research and theoretical positions have been published in journals such as Educational Psychologist, Science Education, Contemporary Educational Psychology, and Learning & Instruction.