Kelly Hoke
Kelly Hoke
Kelly Hoke is a Researcher at Oregon State University’s STEM Research Center. She completed her Master of Science in Human Development and Family Studies at Oregon State University, where her thesis work explored preschool play environments and their association with physical activity. Kelly’s background prior to graduate school includes over ten years in natural resource management, along with programming and professional development within the fields of science and environmental education. She earned her B.S. in Biology from Lenoir-Rhyne University.
Kelly’s research interests are at the nexus of human development and environmental influences, especially equitable access in children’s play and family leisure in outdoor/nature-based environments. She is interested in how human relationships within and with these spaces shape the life course.
Projects:
- Grounding Institutional Partnerships in Structures for Broader Impacts Design (BID) (2017-2022)
- interPLAY: Early Learners Developing STEM Skills through Play and Design
- On-the-Spot Assessment to Improve Scientist Engagement with the Public (OTS) (2018-2021)
- U-FERN: Undergraduate Field Experiences Network (2017-2022)
Publications
- Hoke, K. (2022, March 28). North American Association for Environmental Education. STEM and the Guidelines. https://naaee.org/eepro/blog/stem-and-guidelines
- Hoke, K., O’Connell, K., Semken, S., & Arora, V. (2020). Promoting a Sense of Place Virtually: A Review of the ESA Weekly Water Cooler Chat Focused on Virtual Sense of Place. The Bulletin of the Ecological Society of America, 101(4), e01734. https://doi.org/10.1002/bes2.1734
- Hoke, K. and Risien, J. (2019) Collaborative Research: Grounding Institutional Partnerships in Structures for Broader Impact Design Mid-Way Evaluation Report. Corvallis, OR: Center for Research on Lifelong STEM Learning. https://stem.oregonstate.edu/sites/stem.oregonstate.edu/files/esteme/BID-mid-way%20report-2019.pdf
- Hoke, K. and Risien, J. (2019). Visualizing Connections and Influences across the Informal Science Education and Science Communication Communities: An interactive map of thinkers and leaders. Washington, D.C.: Center for Advancement of Informal Science Education. https://khoke.kumu.io/visualizing-connections-and-influences-across-the-ise-and-scicomm-communities
- Hoke, K., & Risien, J. (2021). Grounding Institutional Partnerships in Structures for Broader Impact Design: Summative Evaluation Report. Oregon State University. https://doi.org/10.5399/osu/1151
- O’Connell, K., Hoke, K. L., Giamellaro, M., Berkowitz, A. R., & Branchaw, J. (2021). A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model. BioScience, biab112. https://doi.org/10.1093/biosci/biab112
- O’Connell, K., Hoke, K., & Nilson, R. (2018). Landscape Study of Undergraduate Field Experiences: Report from the Field on the Design, Outcomes, and Assessment of Undergraduate Field Experiences. Oregon State University. https://doi.org/10.5399/osu/1130
- O'Connell, K., Hoke, K., Berkowitz, A., Branchaw, J., & Storksdieck, M. (2020) Undergraduate learning in the field: Designing experiences, assessing outcomes, and exploring future opportunities. Journal of Geoscience Education, 1-14. https://doi.org/10.1080/10899995.2020.1779567
- Rosin, M. S., Storksdieck, M., O’Connell, K., Keys, B., Hoke, K., & Lewenstein, B. V. (2023). Broadening participation in science through arts-facilitated experiences at a cultural festival. PLOS ONE, 18(5), e0284432. https://doi.org/10.1371/journal.pone.0284432