Modeling Epistemological Messaging: To ask questions about how (or whether) particular reform efforts support epistemologies that are productive in post-school life, we need to simplify learning environments by deciding which system components are likely to send consequential messages about knowledge and knowing, how domain-general and domain-specific messages sent by course components should be described, and how one might elicit evidence of the ways in which students experience, negotiate and respond to the many messages that bombard them over a semester. Stated succinctly, we need to build a model for how students’ epistemological understandings develop over the course of a semester as a result of interactions with different parts of the course system. The goal of this project, undertaken in collaboration with Prof. Rosemary Russ, is creation of such a model. Specifically, we aim to unpack the epistemological landscape of curriculum, instruction, and assessment in an undergraduate science course and to study how that landscape gives rise to student views of knowledge and learning in science. This model will allow the scholarly community to identify potential lever points for reform efforts grounded in a desire to support epistemological development.