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Crippen, Kent

Professor of STEM Education
School of Teaching and Learning

College of Education
University of Florida
Norman G509C
PO Box 117048
Gainesville, FL 32611
Phone: 352-273-4222
Fax: 352-392-9193

Research Biography

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:

  • 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?).


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.

Key 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

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


2017-2020, RET Site: Engineering for Biology: Multidisciplinary Research Experiences for Teachers in Elementary Grades, National Science Foundation-Research Experiences for Teachers (RET) EEC-1711543, Evaluator, Initial, $597,892.

2016-2019, ChANgE Chem Lab: Cognitive Apprenticeship for Engineers in Chem Lab, National Science Foundation-Improving Undergraduate STEM Education (IUSE) DUE-1625378, Principal Investigator, Initial, $599,333.

2016-2021, Collaborating to Advance Teaching and Learning of Science Educators and Students (CATALySES), National Institute of Health (NIH)-SEPA 1R25OD021901-01, Co-Principal Investigator, initial, $1,350,000.

2013-2018, Fullscale Development: FOSSILFostering Opportunities for Synergistic STEM with Informal Learners, National Science Foundation-DRL-Advancing Informal STEM Learning (AISL) DRL-1322725, Co-Principal Investigator, Initial, $1,970,124.

2014-2016, Biomedical Explorations: Bench to Bedside Phase II, National Institute of Health (NIH)-SEPA 1R25OD016551-01, Co-Principal Investigator, Continuation & Dissemination, $540,000.

2013-2016, ChANgE Chem: Transforming Chemistry with Cognitive AppreNticeship for Engineers, National Science Foundation-DUE-Transforming Undergraduate Education in STEM (TUES) DUE-1245068, Principal Investigator, Initial, $194,617.

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.

Wayer, N. M., Crippen, K. J., & Dawson, K. D. (2015). Design and enactment: A case study of blended learning across the content areas. Journal of Online Learning Research, 1(2), 219-239.

Bokor, J. R., Landis, J. B., & Crippen, K. J. (2014). High school students’ learning and perceptions of phylogenetics of flowering plants. CBE-Life Sciences Education, 13(4), 653-665. doi:10.1187/cbe.14-04-0074

Bussey, T. J., Orgill, M., & Crippen, K. J. (2013). Variation theory: A useful theory of learning and a powerful theoretical framework for chemical education research. Chemical Education Research and Practice, 14(1), 9-22 doi:10.1039/C2RP20145C

Crippen, K. J. (2012). Argument as Professional Development: Impacting Teacher Knowledge and Beliefs About Science. Journal of Science Teacher Education, 23(8), 847-866. doi:10.1007/s10972-012-9282-3

Selected Links

Dr. Crippen’s Web Site <http://crippen.education.ufl.edu>