About

My research program embraces the grand challenge of providing an inclusive and robust science, technology, engineering, and mathematics (STEM) workforce through the design, development, and evaluation of cyberlearning environments-those providing authentic experiences in STEM through the use of networked learning technologies. Currently, the following overarching questions guide this inquiry:

In what forms and in which ways can cyberlearning be effective and transformative for addressing the chronic problem of under-representation of specific populations of people in STEM?

How can the use of design in this pursuit inform our understanding of learners, the processes of knowing, learning, and teaching, as well as personal development in both formal and informal STEM education contexts?

In the practice of our research, these questions are focused on compelling practical problems that exist in real-world settings that are complex, enduring, and difficult to solve, like the disproportionately low numbers of females pursuing engineering degrees. This work involves the dual purpose of trying to solve the learning problem(s) while at the same time generating new insights related to the processes of learning and the relationships among the people, tools, and context of the problem. Through our work, we seek to describe how learning occurs in a particular setting (for whom?) and to detail the required environmental characteristics for affecting the desired outcomes (under what conditions?).

Research Interests

Assessment and Evaluation, Behavior, Curriculum Development, Curriculum Integration, Design and Development of Educational Technology Interventions, Higher Education, Inquiry-Based Science Teaching and Learning, K-20 Science Teaching and Learning, Knowledge and Theory, STEM Education, Science Education, Technology

Education

• 2000, Ph.D., Administration, Curriculum & Instruction, University of Nebraska-Lincoln.
• 1996, M.Ed., Curriculum & Instruction, University of Nebraska-Lincoln, Minor: Biochemistry.
• 1991, B.S., Education, University of Nebraska-Lincoln, Dean's Distinction.

Professional Appointments

• 2017-present, Professor of STEM Education, UF
• 2017-present, Director, INSPIRE Center for STEM Learning, UF
• 2015-present, Science Program Area Coordinator, UF
• 2011-2017, Associate Professor of STEM Education, UF
• 2001-2011, Associate Professor of Science Education and Technology, UNLV
• 2004-2011, Associate Director, UNLV Center for Mathematics and Science Education, UNLV

Activities and Honors

• 2020-2022, Recipient, Irving and Rose Fien Endowed Professorship in Education, University of Florida.
• 2020, Winner, Idea Competition on Imagining the Future of Undergraduate STEM Education, Athena—An Adaptive Socially Conscious AI Mentor for your Future STEM Selves, The National Academies of Science, Engineering and Medicine.
• 2016-2019, University Term Professor, UF
• 2017, 3rd Prize, Social Media in Practice Excellence Awards, 4th European Conference on Social Media, Vilnius, Lithuania.
• 2017, Outstanding Science Teacher Educator Mentor of the Year, Association for Science Teacher Education (ASTE).
• 2017-present, Editor-in-Chief, Journal of Science Education and Technology, Springer Science & Business Media B.V.
• 2011, Fellow, American Association for the Advancement of Science (AAAS)
• 2010, Online Learning Innovator Award for Important Research, International Association for K-12 Online Learning (iNACOL)
• 2009, Recipient, Barrick Scholar Award, UNLV Division of Research and Graduate Studies
• 2009 & 2005, Outstanding Faculty Research Award, UNLV College of Education
• 2009, Collaboration Award, UNLV College of Education
• 2003, Apple Distinguished Educator, Apple Computer

Selected Grants

Selected Publications

• Crippen, K. J., & Antonenko, P. (2018). Designing for Collaborative Problem Solving in STEM Cyberlearning. In Y. J. Dori, Z. Mevarech, & D. Baker (Eds.), Cognition, Metacognition and Culture in STEM Education: Learning, Teaching and Assessment (pp. 89-116). The Netherlands: Springer.
• Crippen, K. J., Bokor, J., & Evans, G. N. (2017). A Synthesis of the Empirical Research on Blended Learning in K-12 Science Education, 2000-2014. In R. E. Ferdig & K. Kennedy (Eds.), Handbook of Research on K-12 Online and Blended Learning (Vol. 2). Carnegie Mellon University: ETC Press.
• Brown, J. C., Bokor, J. R., Crippen, K. J., & Koroly, M. (2014). Transforming current science to the high school classroom through scientist-teacher partnerships. Journal of Science Teacher Education, 25(3), 239-262. doi:10.1007/s10972-013-9371-y
• Kern, C., Crippen, K. J., & Skaza, H. (2014). The fidelity and usability of 5-DIE: A design study of enacted cyberlearning. Journal of Computers in Mathematics and Science Teaching, 33(1), 513-536.
• Crippen, K. J., Archambault, L. M., & Kern, C. L. (2013). The nature of laboratory experiences in secondary science online. Research in Science Education, 43(3), 1029-1050. doi: 10.1007/s11165-012-9301-6
• Brown, J. C., & Crippen, K. J. (2017). The Knowledge and Practices of High School Science Teachers in Pursuit of Cultural Responsiveness. Science Education, 101(1), 99-133. doi:10.1002/sce.21250
• Crippen, K. J., Ellis, S., Dunckel, B. A., Hendy, A. J. W., & MacFadden, B. J. (2016) Seeking shared practice: A juxtaposition of the attributes and activities of organized fossil groups with those of professional paleontology. Journal of Science Education and Technology, 25(5), 731-746. doi:10.1007/s10956-016-9627-3
• Crippen, K. J., Boyer, T. H., Korolev, M., de Torres, T., Brucat, P., & Wu, C-Y. (2016). Transforming discussion in general chemistry with authentic experiences for engineering students, Journal of College Science Teaching, 45(5), 75-83.
• Brown, J. C., & Crippen, K. J. (2016). Designing for culturally responsive science education through professional development. International Journal of Science Education, pp. 1-23. doi:10.1080/09500693.2015.1136756
• Crippen, K. J., Brown, J. C., Appleby, K., Busi, R., Evran, D., McLaughlin, C., Peace, M., Temurtas, A. (2015). A process model as grounded theory of the U.S. federal perspective on STEM. Journal of STEM Teacher Education, 50(1), 19-47.