Notes on Contributors

in STEM Education 2.0
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Notes on Contributors

Bradley Barker

is a Professor and Youth Development Specialist with 4-H Extension. Dr. Barker is spent eight years with Nebraska Educational Telecommunications where he was an Interactive Media Producer. Dr. Barker has directed media productions for the CLASS project, the Nebraska Law Enforcement Training Center, and the Nebraska National Guard. Dr. Barker has been the Principal Investigator on several National Science Foundation including the Nebraska 4-H Robotics and GPS/GIS project, the Nebraska 4-H Wearable’s Technologies (WearTec) Wearable Technologies Grant, and most recently the Nebraska Innovative Maker Co-Laboratory (NiMC). Dr. Barker received his Ph.D. in Administration, Curriculum and Instruction in the area of Instructional Technology in 2002 from the University of Nebraska-Lincoln.

Jackie Barnes

has studied educational games and other new technologies in the context of classrooms for a decade. She has taught game design and educational courses for audiences from undergraduate to elementary students. She is currently working within an independent school to support innovative curricular experiences, both with and without the use of technology.

Justin M. Bathon

(J.D./Ph.D.) is an Associate Professor and Director of Innovative School Models at the University of Kentucky, College of Education. He is the co-developer of the UK Center for Next Generation Leadership and the STEAM Academy High School in Lexington, KY. Justin works directly with schools and school leaders to reform the systems that support the learner experience in school. In so doing, his research focuses on the underlying code of education at the intersections of educational law, technological architectures, systemic norms of deeper learning, and the promotion of equity for all students.

Sarah Bush

is an Associate Professor of K-12 STEM Education and Program Coordinator of the Mathematics Education PhD at the University of Central Florida in Orlando, FL. Dr. Bush’s scholarship and research focuses on deepening student and teacher understanding of mathematics through transdisciplinary STE(A)M problem-based inquiry and mathematics and STE(A)M education professional development effectiveness. Dr. Bush is a member of the National Council of Teachers of Mathematics (NCTM) Board of Directors (2019–2022).

Maureen Cavalcanti

earned a BS in Mathematics and a MEd from the University of California, Los Angeles; and PhD in Education Sciences with a specialization in STEM Education from the University of Kentucky. Dr. Cavalcanti began her career as a high school Mathematics teacher in Lawndale, CA and Boston, MA, before transitioning to higher education. She worked as a Master Teacher for Mathematics for CSUteach, a STEM teacher preparation program at Cleveland State University. There she taught and co-taught numerous teacher education courses and supervised prospective secondary mathematics teachers. Her experiences at Cleveland State University shaped her pursuit for a doctoral degree in STEM Education, and continued commitment to academics. While at the University of Kentucky, Dr. Cavalcanti helped develop an instrument to measures student STEM literacy, and engaged in research on the impact of informal learning on student knowledge, skills, and attitudes toward STEM, particularly for groups historically underrepresented in STEM. She worked as an Educational Consultant for Battelle, facilitating professional development on problem based learning for high school teachers. Currently, she is the Director of the Office of Curriculum and Scholarship at The Ohio State University College of Medicine. She and her team engage health sciences faculty in educational scholarship; utilize education analytics to evaluate program effectiveness and identify actionable insights for medical education programs; facilitate faculty development on curriculum and instruction; and collaborate with faculty on designing their instructional content.

Brett Criswell

taught high school chemistry for 15 years before completing his PhD in Curriculum & Instruction with a Science Education emphasis. During his 10 years in higher education, he has focused on science teacher preparation, including running undergraduate and graduate programs in this area. His research has focused on the use of video in science teacher preparation and on the development of [STEM] teacher leaders. Currently, he is working on a national project with NBPTS around the use of the ATLAS video library, as well as on a Noyce research project focused on studying teacher leadership development.

Dionne Cross Francis

is an associate professor of mathematics education in the Department of Curriculum and Instruction at Indiana University and the Director of the Center for P-16 Research and Collaboration. She has a BA in Mathematics from the University of the West Indies, Jamaica and a PhD in Educational Psychology from the University of Georgia. Her research interests include investigating the relationships among psychological constructs such as beliefs, identity and emotions and how the interplay between these constructs influence teachers’ instructional decision-making prior to and during the act of teaching mathematics independently, and within the context of STEM.

Bulent Dogan

is a Clinical Assistant Professor of Instructional Technology at College of Education, University of Houston (UH), Houston, TX. Dr. Dogan has 6 years of public-school teaching and 5 years of school administration experience as a principal, head principal, and superintendent in STEM focused and high-performing Title-I public schools. Dr. Dogan’s research interest include STEM instructional projects, social media in education, educational uses of digital storytelling, teaching emerging technologies including 3D Printing, Programing/ Coding, Mobile App Development, and Robotics to youth. Through his DISTCO (Digital Storytelling Contests) project since 2008, a series of annual STEM contests for K-12 students and teachers, Dr. Dogan has been the pioneer in his field by having students to create STEM projects with digital storytelling. Dr. Dogan is also the director of iTECH-STEM (Innovative Technology Challenges for STEM) program which aims to develop an innovative STEM program, by promoting STEM through a series of activities for 1st–5th grade students, with priority given to underrepresented minority, economically disadvantaged, and female students. iTECH-STEM includes teaching emerging technologies such as 3D Printing, Programing/Coding, Mobile App Development to youth. Dr. Dogan has also have special interest in teaching interactive online classes in higher education and has been awarded Outstanding Teaching Awards in 2014, 2016 and 2018.

Emily Driessen

is a Minneapolis, MN native who earned a B.S. in microbiology with a minor in

chemistry at North Dakota State University. She then continued on to earn a Master’s in STEM Education at the University of Kentucky where she focused on middle-level student understanding of engineering. She is now pursuing a PhD in Biology at Auburn University where she will focus on improving undergraduate biology education. When she is not at school, she can be found running outside training for marathons, playing with her German Shorthair, Lou, or reading a good book.

Adem Ekmekci

(Ph.D.) is RUSMP Director of Research and Evaluation, and Clinical Assistant Professor of Mathematics, Wiess School of Natural Sciences. Dr. Ekmekci received his doctorate in STEM Education (Mathematics Education focus) from the University of Texas at Austin in 2013 and completed his post-doctoral training at Rice University in 2016. Dr. Ekmekci has developed research and evaluation designs for and conducted research and evaluation of several programs/projects funded by private, non-profit, and federal institutions including National Science Foundation, U.S. Department of Education, and Spencer Foundation. Dr. Ekmekci’s research focus on student’s motivational and achievement outcomes in STEM education, STEM teacher quality, and professional development of STEM teachers.

Dionne Cross Francis

is an associate professor of mathematics education in the Department of Curriculum and Instruction at Indiana University and the Director of the Center for P-16 Research and Collaboration. She has a BA in Mathematics from the University of the West Indies, Jamaica and a PhD in Educational Psychology from the University of Georgia. Her research interests include investigating the relationships among psychological constructs such as beliefs, identity and emotions and how the interplay between these constructs influence teachers’ instructional decision-making prior to and during the act of teaching mathematics independently, and within the context of STEM.

Brigid Freeman

is an education researcher with the Australia India Institute, University of Melbourne in Australia. Her research is comparative and primarily focuses on internationalization and higher education policy and governance. Brigid worked with Professors Marginson and Tytler on the STEM: Country Comparisons project and co-edited The Age of STEM: Educational Policy and Practice in Science, Technology, Engineering and Mathematics Across the World. Brigid also worked on the Humanities in the Asia Region Project with the Australian Academy of the Humanities, completed an international admissions policy consultancy for UNESCO, and been a visiting scholar with the University of California, Berkeley.

Neal Grandgenett

is the Dr. George and Sally Haddix Community Chair of STEM Education in the College of Education at UNO, where he teaches undergraduate and graduate courses in STEM education, interdisciplinary learning, and research methods. Dr. Grandgenett’s interests include the development and evaluation of technology-based learning environments in STEM Education, and he has authored over 150 articles and research papers related to these interests, as well as six book chapters and one book. Dr. Grandgenett has received more than $18,000,000 in federal grants while at UNO.

Susie Gronseth

is a Clinical Associate Professor in the Learning, Design, and Technology program area in the College of Education at the University of Houston. She specializes in learning technologies, educational multimedia, teaching strategies, instructional design, and applications of Universal Design for Learning (UDL) to address diverse learner needs in online, face-to-face, and blended contexts. She has a Ph.D. in instructional systems technology from Indiana University. Her research interests include use of learning technologies in ways that engage learners, represent content in a variety of ways, and provide opportunities for learners to demonstrate their knowledge and skills.

Carol Hanley

worked as a science educator for over 30 years. She taught high school science in Fayette County for 13 years and worked at the Kentucky Department of Education to develop Kentucky’s science content standards. While at the University of Kentucky (UK), she has been an extension specialist in 4-H youth development, Director of Education and Communications at the Tracy Farmer Institute for Sustainability and Environment, and Assistant Director of International Programs in the College of Agriculture, Food and Environment. Currently, she is a PhD candidate in Quantitative and Psychometric Methods in the College of Education at the University of Kentucky (UK).

Theodore Hodgson

is a professor of mathematics education in the Department of Mathematics & Statistics at Northern Kentucky University and Faculty Associate at the Kentucky Center for Mathematics. At NKU, he teaches courses for pre-service teachers and has directed numerous professional learning programs for in-service teachers throughout Kentucky. One recent project, NKY-FAME, embedded teachers in advanced manufacturing firms for short-term externships, with follow-up support to develop and implement lessons in the K-12 classroom. Dr. Hodgson has a BS in mathematics from Indiana University, MS in statistics from the University of California, and Ph.D. in mathematics education from Indiana University.

Kristina Kaufman

is a professor with an academic and occupational blend in the fields of education and business. With a doctorate degree in education combined with an M.B.A., she teaches, consults, and researches at the intersection of marketing, advertising, and education. She has conducted research on corporate influence and business partnerships with K-12 schools as well as her innovative and unconventional practices teaching in the post-secondary classroom. Dr. Kaufman has taught several business and marketing courses at the university level, a literacy course for pre-service teachers, and also has experience teaching students at the elementary and middle levels.

Sharon J. Lynch

(PhD) is a science educator and researcher at the George Washington University Institute for Public Policy, and Professor Emerita in the Department of Curriculum and Pedagogy in the Graduate School of Education at George Washington University. She has a BS in education, an MS in biology, and a PhD in education from Wayne State University in Detroit, MI. She has been a secondary school teacher of science in grades 7–12. Lynch was Director for Science and Mathematics Education for Johns Hopkins University Center for Talented Youth, but after serving as a Fulbright Fellow in Poland, turned her scholarly attention to issues of equity and excellence in the U.S. She is Professor Emerita of curriculum and instruction at the George Washington University Graduate School of Education and Human Development, and now is a research professor at the GW Institute for Public Policy. Lynch’s book, Equity and Science Education Reform (2000) is still widely cited and she is the author of many research articles and book chapters. She served as President of the National Association for Research on Science Teaching, and is on the Editorial Board of Science Education. After serving as Program Director at the National Science Foundation in 2010, she turned her attention to research on inclusive STEM high schools. She was Principal Investigator of the Opportunity Structures for Preparation and Inspiration (OSPrI) research study that focused on identifying the critical components of exemplar STEM high schools. That research has been discussed in publications including Nature, Scientific American and US News & World Report, as well as scholarly publications. Lynch was also co-PI on the iSTEM companion study that demonstrated the efficacy of inclusive STEM high schools in three states. She currently works for a portion of her time as an Intermittent Expert/Program Director for the National Science Foundation. She also maintains an active role in writing and lecturing about inclusive STEM schools nationally and internationally.

Luke C. Lyons

is a former high school science teacher and completed his PhD in Curriculum & Instruction, Science Education, in May of 2018 at Texas A&M University. Lyons currently is teaching physiology and co-directing a program for undergraduate research at Texas A&M. His research emphases include science teacher preparation and enhancement through the use of innovative curriculum designs such as learning progressions, high-interest topics (e.g., dinosaurs) in science and the impacts of undergraduate research. A common thread is his use of authentic assessment through real science practices in student-centered learning environments in classrooms from Kindergarten to collegiate science courses.

Cathrine Maiorca

is an assistant professor of mathematics education at California State University, Long Beach. Her research interests include how preservice/inservice teachers incorporate mathematical modeling and the engineering design process into their mathematics classrooms, informal STEM learning environments, preservice/inservice teachers and students perceptions of STEM, and issues of equity in STEM education.

Adam V. Maltese

teaches courses in secondary science methods and graduate seminars at the School of Education at Indiana University around making and the development of interest in STEM education. In addition, he leads seminars for doctoral students in STEM fields who plan to pursue academic careers and are interested in improving their teaching practices based on research. His current research involves collection and analysis of both quantitative and qualitative data regarding student experiences, performance and engagement in science education from elementary school through graduate school.

Simon Marginson

is Professor of Higher Education at the University of Oxford, Director of the ESRC/OFSRE Centre for Global Higher Education (CGHE), and Editor-in-Chief of the journal Higher Education. Simon’s research is focused primarily on global and international higher education, and higher education and social inequality. He is currently preparing an integrated theorization of higher education. His most recent books are Higher Education in Federal Countries, edited with Martin Carnoy, Isak Froumin and Oleg Leshukov (Sage, 2018) and ‘High Participation Systems of Higher Education’, edited with Brendan Cantwell and Anna Smolentseva (Oxford University Press, 2018).

Margaret Mohr-Schroeder

is a Professor of STEM Education and Associate Dean in the College of Education at the University of Kentucky. Her research interests include the transdisciplinary nature of STEM education and how they can be applied to innovative preservice teacher education and K12 school models. Further, she is interested in ways to broaden participation in STEM, especially of underrepresented populations and the effects these mechanisms have on their STEM literacy. Through this work, she has gained perspective on how to create opportunity and access to STEM activities to populations that normally would not have the opportunity and have witnessed and studied the statistically significant effects these mechanisms have.

Kathleen Morgan

has served as a Partner Services Manager for FIRST LEGO League and FIRST LEGO League Jr. since 2013. In this role, she supports program partners in the northeast United States and Canada and manages judging for the global FIRST LEGO League program. Prior to joining the FIRST staff, Kathleen was the Project Manager for 4-H Youth Development GEAR-Tech-21 at the University of Nebraska-Lincoln, where she launched FIRST in Nebraska and earned her Master of Applied Science in Leadership Education. Kathleen also holds a Bachelor of Arts in Math and Physics from Colorado College.

Louis S. Nadelson

is an associate professor and chair in Leadership Studies at University of Central Arkansas. He has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. Nadelson uses his over 20 years of high school and college math, science, computer science, and engineering teaching to frame his research on STEM teaching and learning. His scholarly interests include all areas of STEM teaching and learning, leadership program evaluation, entrepreneurship, transdisciplinary research, and conceptual change.

Gwen Nugent

is a Research Professor in the Center for Research on Children, Youth, Families, and Schools at the University of Nebraska-Lincoln. She coordinates development and research projects focusing on the impact of technology to improve student learning and teacher competencies and has led projects funded by the National Science Foundation and U. S. Department of Education. She has over 30 years’ experience in the design, production, and evaluation of mediated instruction and has designed over 300 multimedia projects in a variety of subject areas and for a variety of audiences.

Kelli M. Paul

worked for 10 years as an independent consultant evaluating STEM-focused projects involving middle and high school students, especially women and minority students. She currently is a post-doctoral fellow at Indiana University. Her research interests include students’ STEM identity and interest in STEM careers, the influence of role models on STEM identity and interest, and the development of instruments/tools to assess these constructs.

Alpaslan Sahin

is Ph.D. Research Scientist at Harmony Public Schools, Houston, Texas. He was previously employed as a Research Scientist at Aggie STEM Center at Texas A&M University. His work at the Aggie STEM spring boarded him into the Harmony Public Schools where he has carefully studied and helped teachers and administrators implement and embrace the STEM SOSTM (Students on the Stage) model. Over the past several years, his works appeared in a variety of books and peer-reviewed journals. His research interests include teachers’ questioning techniques, STEM education, informal STEM learning, 21st century skills, charter schools, and educational technology.

Christine Guy Schnittka

is an associate professor of science education in Auburn University’s College of Education with a joint appointment in the College of Engineering. Her current research involves developing and evaluating engineering design-based curriculum units that target key science concepts through the contextual lens of environmental issues that engage us all. Her curricula have been used by teachers in over 33 states and 13 countries. Prior to receiving her Ph.D. in science education at the University of Virginia, Dr. Schnittka was a middle school teacher and administrator for 10 years, and prior to that, worked as a mechanical engineer and musician.

Anne Seifert

is a Capacity Builder for the Idaho Capacity Builder Project, coaching and assisting low performing schools and a team lead for AdvanceEd STEM School Certification. She holds a BS degree in elementary education, an MA in Education Administration, an EdS in Educational Leadership, and is a 30 year veteran teacher, school administrator and cofounder of the i-STEM network. Seifert’s research interests include STEM education, inquiry and project-based instruction with the incorporation of 21st century learning, change practices, and cultural influences on school effectiveness.

Amber Simpson

is an Assistant Professor of Mathematics Education in the Department of Teaching, Learning, and Educational Leadership, Binghamton University, Binghamton, NY. Her research includes understanding the role of making and tinkering in formal and informal education settings with an emphasis on mathematical play. She also conducts research on understanding the interplay of voices shaping and embodying individual’s STEM identity.

Micah Stohlmann

is an associate professor of Mathematics/STEM Education at the University of Nevada, Las Vegas. His research program focuses on mathematical modeling and STEM integration through open-ended problems.

Carol L. Stuessy

earned a B.A. in Biology from the University of Texas at Austin; and a B.S. and Ph.D. in Science Education from The Ohio State University. Dr. Stuessy began her academic career at New Mexico State University in Las Cruces before coming to Texas A&M. She has served as a member of the Texas A&M University Graduate Faculty for 28 years, chairing 44 doctoral students during her academic career. She has been active in international and national science education research organizations for 35 years, serving on numerous boards of directors and as President of the School Science and Mathematics Association. She received the meritorious Mallinson award for outstanding service to that organization. In 2016, Dr. Stuessy received an Award of Distinction from the Ohio State University; and in 2017, a Transformational Leader award by the Dean of the College of Education at Texas A&M University. Most recently, Dr. Stuessy served as Director of the Online EdD in Curriculum and Instruction and as co-director of the Center for Science and Mathematics Education at Texas A&M. She has received over two dozen grants for external funding amounting to about $12M to support her research interests in high school science education policy reform, innovative science curriculum design, and the effects of engaging scientists and engineers in the online mentoring of high school students. In addition, Dr. Stuessy has developed a mixed methods classroom observation protocol, which has been widely used for estimating the complexity of teaching and learning in science classrooms.

Robert H. Tai

is an associate professor of science education at the Curry School of Education at the University of Virginia since 2001. Prior to this, he taught high school physics, earned an Ed.D. from the Harvard Graduate School of Education, and he taught at the College of Staten Island of the City University of New York. His current research includes longitudinal research on young engagement in STEM learning and understanding and assessing the effectiveness of informal science education programs. In 2018, he was named by the National Afterschool Association to be among the Most Influential in Research and Evaluation.

Russell Tytler

is Alfred Deakin Professor and Chair in Science Education at Deakin University, Melbourne. He has researched and written extensively on student learning and reasoning in science. His interest in the role of representation in reasoning and learning in science extends to pedagogy and teacher and school change. He researches and writes on student engagement with science and mathematics, school-community partnerships, and STEM curriculum policy and practice.

Hersh Waxman

is a Professor in the Department of Teaching, Learning, and Culture (TLAC), Director of the Texas A&M University Education Research Center, and Co-Director of the Center of Mathematics and Science Education. He received the Distinguished Alumnus Award from the College of Education at University of Illinois-Chicago, and Outstanding Research Awards from the American Educational Research Association, Southwest Educational Research Association, and the Society for Information Technology and Teacher Education. He has written more than 150 research articles in the areas of teacher and school effects, classroom learning environments, and students at risk of failure.

Kerrie Wilkins-Yel

is an Assistant Professor in the Department of Counseling and Educational Psychology at Indiana University Bloomington. She received her B.S. in Experimental Psychology from the University of South Carolina Upstate, and both her M.A. and Ph.D. in Counseling Psychology from Arizona State University. Dr. Wilkins-Yel’s research broadly focuses on promoting academic persistence and career advancement among women and individuals from marginalized backgrounds. Currently, she takes an intersectional approach to examining the influential factors that enhance career persistence among women of color enrolled in science, technology, engineering, and mathematics (STEM) disciplines. Dr. Wilkins-Yel has received approximately $1M in federal and institutional funding to support her research. She has also collaboratively developed empirically based STEM Initiatives that apply psychological science and culturally responsive approaches to the advancement of STEM persistence among women from diverse backgrounds.

Soledad Yao

(PhD) is a research assistant in the STEM Education Master’s Program at the University of Kentucky’s College of Education. She received her PhD in Chemistry from the University of Kentucky’s Department of Chemistry. For over thirty years, she taught Chemistry at two Universities in the Philippines- the University of the Philippines Manila and the University of the East.

Kimberly Yates

is an Assistant Professor in the Department of Teacher Education at Northern Kentucky University. She is also the Director of the NKU Center for Environmental Education. Her teaching and research are focused on the areas of science education and environmental education. In addition to teaching, Dr. Yates provides professional development to preservice teachers, in-service teachers, and non-formal educators. She is interested in providing educators with the skills needed to create an engaging and challenging learning environment for their students, especially in the areas of STEM education and environmental education, and in the intersection of those two fields.

STEM Education 2.0

Myths and Truths – What Has K-12 STEM Education Research Taught Us?

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