Professor of STEM Education
PO Box 117048
Gainesville, FL 32611
- What forms of cyberlearning are 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 amateur and professional 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?).
- School of Teaching and Learning
Achievement, Assessment and Evaluation, Behavior, Cognition, Curriculum Development, Curriculum Integration, Educational / Instructional Design, Higher Education, Informal/Nonformal Ed, Knowledge and Theory, Mentorship, Mixed Methods, Motivation, Online and Distance Education, Postsecondary Education, Professional Development, Psychological Studies, Public Education, Qualitative Research, Quantitative Research, School Curriculum Areas and Issues, Science Education, Secondary / High School Transition, Student / Client Issues, Teacher Education, Technology, Technology Trends and Issues, Theoretical Perspectives
- 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.
- 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
- 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
RET Site: Engineering for Biology: Multidisciplinary Research Experiences for Teachers in Elementary Grades
- National Science Foundation-Research Experiences for Teachers (RET)
ChANgE Chem Lab: Cognitive Apprenticeship for Engineers in Chem Lab,
- National Science Foundation-Improving Undergraduate STEM Education (IUSE)
Collaborating to Advance Teaching and Learning of Science Educators and Students (CATALySES)
- National Institute of Health (NIH)-SEPA
Full-scale Development: FOSSIL-Fostering Opportunities for Synergistic STEM with Informal Learners
- National Science Foundation-DRL-Advancing Informal STEM Learning (AISL)
Biomedical Explorations: Bench to Bedside Phase II
- National Institute of Health (NIH)-SEPA
ChANgE Chem: Transforming Chemistry with Cognitive AppreNticeship for Engineers
- National Science Foundation-DUE-Transforming Undergraduate Education in STEM (TUES)
- 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.