Sumer has a PhD in science education as well as master's and bachelor's degrees in plant biology, and has worked in both plant pathology and plant development research laboratories along the west coast. She taught in a variety of elementary schools and earned her teaching credential. Her professional interests are in the areas of critical theory, narrative inquiry, teacher preparation, teaching science methods, and transformative pedagogies. As a researcher, she works extensively with narratives of Asian American educators and race within higher education.
Seiki, S. (2017). Urban Ocean Ecosystems: Changing Elementary Science Teaching, Ubiquity The Journal of Literature, Literacy, and the Arts, 4 (1), 19- 31.
Seiki, S. (2016) Transformative Curriculum Making: A Teacher Educator’s Counterstory Curriculum and Teaching Dialogue Journal, 18(2), 11-24.
Seiki, S. (2014). Embodying Shared History: Narrative Inquiry as Pedagogy. Teacher Education Quarterly, 41(1), 29-44. https://files.eric.ed.gov/fulltext/EJ1072128.pdf
Nakayama, H., Nakayama, N., Seiki, S., Kojima, M., Sakakibara, H., Sinha, N. & Kimura, S. (2014). Molecular mechanisms of heterophylly in Rorippa aquatic, Plant Cell, 26(12), 4733-4748.
Seiki, S. (2012). Sound stories cultivate empathy: Unearthing generational reverberations of agency. LEARNing Landscapes Journal, 6(1), 373-388. Sound Stories Cultivate Historic Empathy
Okhremtchouk, I., Seiki, S., Gilliland, B., Ateh, C., Wallace, M., & Kato, A. (2009). Voices of preservice teachers: Perspectives on the Performance Assessment of California Teachers (PACT). Issues in Teacher Education, 18 (1), 39-62.
Kessler, S., Seiki, S., & Sinha, N. (2002). Xcl1 causes delayed oblique periclinal cell divisions in developing maize leaves, leading to cellular differentiation by lineage instead of position. Development, 129, 1859-1869. http://dev.biologists.org/content/129/8/1859.figures-only