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Portrait of Kelly Riedinger outside

Kelly Riedinger

Program Lead in Informal, K-12 and Connected Learning
Department of STEM Research Center
Portrait of Kelly Riedinger outside

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(757) 630-2258 Kelly Riedinger's Center Publications Library

Kelly Riedinger

Program Lead in Informal, K-12 and Connected Learning
Department of STEM Research Center

Kelly Riedinger is a senior researcher and program lead in Informal, K-12 and Connected learning. Kelly brings more than 20 years of experience working as a researcher, evaluator and practitioner in both K-12 and informal science education.

Kelly has been active in a number of professional organizations including the Association of Zoos and Aquariums, Visitor Studies Association, the Leadership Exchange in Arts and Disabilities, NARST, the National Marine Educators Association (NMEA), and the NSTA. She currently serves on the executive board of directors for the Visitors Studies Association, the editorial board for the Visitor Studies journal and is a member of the steering committee for the Social Science Research and Evaluation Scientific Advisory Group and a member of the Research and Technology Committee for the Association of Zoos and Aquariums.

Kelly’s research interests include promoting access and inclusion in informal science education settings for learners with disabilities, investigating youths’ identities as learners of science, and connecting formal and informal science education.

Kelly has a Ph.D. in curriculum and instruction with a focus on science education from the University of Maryland, College Park; a M.S. degree in Oceanography from Old Dominion University in Norfolk, Virginia; and a B.A. degree in Biology from Wittenberg University in Springfield, Ohio.

Current Projects:

Past Projects:

Publications

  • Bell, J., Besley, J., Cannady, M., Crowley, K., Grack Nelson, A., Phillips, T., Riedinger, K., & Storksdieck, M. (2019a). The Role of Engagement in STEM Learning and Science Communication: Reflections on Interviews from the Field. https://www.informalscience.org/what-stem-engagement-0
  • Bell, J., Cannady, M., Crowley, K., Grack Nelson, A., Phillips, T., Riedinger, K., & Storksdieck, M. (2019). The Role of Identity in STEM Learning and Science Communication: Reflections on Interview from the Field. https://www.informalscience.org/media/32/download
  • Bell, J., Besley, J., Cannady, M., Crowley, K., Grack Nelson, A., Phillips, T., Riedinger, K., & Storksdieck, M. (2019b). The Role of Interest in STEM Learning and Science Communication: Reflections on Interviews from the Field. https://www.informalscience.org/what-stem-identity-1
  • Bonebrake, V., Riedinger, K., & Storksdieck, M. (2019, July 11). Collecting Demographic and Behavioral Data through Stationary and Hat-Mounted Cameras [Poster]. https://www.informalscience.org/sites/default/files/FINAL-%20VSA%202019%20poster%20Bonebrake.pdf
  • Bonebrake, V., Riedinger, K., & Storksdieck, M. (2019). Investigating the Impact of Curiosity Machine Classroom Implementation: Year 2 Study Findings [2019]. Oregon State University. https://doi.org/10.5399/osu/1133
  • Bonebrake, V., Riedinger, K., & Storksdieck, M. (2018). Explorer at Large: Pilot Implementation Study Report. Oregon State University. https://doi.org/10.5399/osu/1131
  • Davis, C. M., Kamarainen, A., Storksdieck, M., Gagnon, D., Kermish-Allen, R., & Riedinger, K. (2021). Using Design of Location-Based Augmented Reality Experiences to Engage Art-Oriented Girls in Technology and Science. Frontiers in Education, 6, 398. https://doi.org/10.3389/feduc.2021.689512
  • Fischer, D., Heimlich, J., Riedinger, K., & Thomas, U. (In press). An integrated approach to museum learning research. In J. Fraser, J. Heimlich, & K. Riedinger (Eds.), Zoos and Aquariums in the Public Mind.
  • Flinner, K., & Riedinger, K. (2018, November 15). Getting Inside Of (Or On Top Of) Your Head. https://wzam.org/
  • Fraser, J., Heimlich, J. E., & Riedinger, K. (Eds.). (2023). Zoos and Aquariums in the Public Mind. Springer International Publishing. https://doi.org/10.1007/978-3-030-84942-9
  • Fraser, J., Heimlich, J., Riedinger, K., Fifer, C., Carlin-Morgan, K., & Mileham, M. (2020, September 16). Social Science Research Collaboration: Advance the field and your Organization [Presentation slides]. 2020 AZA Annual Conference, Virtual. https://www.informalscience.org/social-science-research-collaboration-advance-field-and-your-organization
  • Fraser, J., Heimlich, J., Riedinger, K., & Thomas, U. (in press). An integrated approach to museum learning research. In J. Fraser, J. Heimlich, & K. Riedinger (Eds.), Zoos and Aquariums in the Public Mind.
  • Fraser, J., Heimlich, J., Riedinger, K., & Rutherford, A. WZAM 3: STEM Matters [video]. (2020). https://stemforall2020.videohall.com/presentations/1833
  • Giamellaro, M., Riedinger, K., & O’Connell, K. (accepted). Achieving Desired Student Outcomes in Virtual Field Experiences through Attention to Design Considerations: A Delphi Study. Journal of College Science Teaching.
  • Hestness, E., Riedinger, K., & Randy McGinnis, J. (2017). Multiple Approaches to Using Informal Science Education Contexts to Prepare Informal and Formal Science Educators. In P. G. Patrick (Ed.), Preparing Informal Science Educators: Perspectives from Science Communication and Education (pp. 311–335). Springer International Publishing. https://doi.org/10.1007/978-3-319-50398-1_17
  • Keys, B., & Riedinger, K. (2017). WGBH/OSU Teacher Advisor Professional Development Survey: Emergent Heuristic Themes from Analysis of Data [Technical Report]. Center for Research on Lifelong STEM Learning.
  • Keys, B., Riedinger, K., & Storksdieck, M. (2017). Bringing the Universe to America’s Classrooms: Year Two End-of_year Evaluation Report [Technical Report]. Center for Research on Lifelong STEM Learning.
  • Peake, L., Hammerman, J., Riedinger, K., Storksdieck, M., Sullivan, M., Dickes, A., Preston, K., & De Los Santos, S. (2021, December 7). Revealing Systemic Impacts of a 12-Year, Statewide Science Field Trip Program [Poster]. 2021 NSF AISL Awardee Meeting. https://www.informalscience.org/sites/default/files/1811452_Leigh-Peake_Jim-Hammerman%20poster.pdf
  • Peake, L., Riedinger, K., Storksdieck, M., Hammerman, J., Sullivan, M., Keys, B., & De Los Santos, S. (2019, February 12). 2019 AISL PI Meeting Poster: LabVenture [Poster]. CAISE AISL PI Meeting, Alexandria, VA. https://www.informalscience.org/sites/default/files/LabVenture%20AISL%20PI%20Meeting%20Poster.pdf
  • Preston, K., Riedinger, K., & Storksdieck, M. (2020). Explorer At Large: Pilot Implementation in Ohio: Evaluation Report 2019-2020 [Technical Report]. Oregon State University. http://doi.org/10.5399/osu/1146
  • Riedinger, K., Bonebrake, V., & Storksdieck, M. (2019, July 11). Reframing Conversations Through Signage: Using Video-Based Data Collection to Capture Visitor Talk at Zoo and Aquarium Exhibits. https://www.informalscience.org/sites/default/files/FINAL-%20VSA%202019%20poster%20Riedinger.pdf
  • Riedinger, K. (2017). Connected Science Learning: Linking In-School and Out-of-School STEM Educators: Final Evaluation Report. Oregon State University. https://doi.org/10.5399/osu/1135
  • Riedinger, K. (2019). A webinar series with Why Zoos and Aquariums Matter. https://www.informalscience.org/news-views/webinar-series-why-zoos-and-aquariums-matter
  • Riedinger, K. (2020). The role of science talk in STEM identity formation. https://www.informalscience.org/news-views/role-science-talk-stem-identity-formation
  • Riedinger, K., Brucker, J., & Wotjon, M. A. (2019, March 20). A Webinar Series with Why Zoos and Aquariums Matter. A Webinar Series with Why Zoos and Aquariums Matter. https://www.informalscience.org/webinar-series-why-zoos-and-aquariums-matter
  • Riedinger, K., & Storksdieck, M. (Accepted). Application of the contextual model of learning and situated identity model in informal STEM learning research. In P. Patrick (Ed.), Applying Learning Theories in Research Outside the Classroom. Springer.
  • Riedinger, K., & McGinnis, J. R. (2017). An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp. International Journal of Science Education, Part B, 7(1), 76–102. https://doi.org/10.1080/21548455.2016.1173741
  • Riedinger, K., & Storksdieck, M. (in press). Visitor behavior and talk at zoos and aquariums: Tracking visitor groups with GoPro Cameras. In J. Fraser, J. Heimlich, & K. Riedinger (Eds.), Zoos and Aquariums in the Public Mind.
  • Riedinger, K., & Storksdieck, M. (2017). Curiosity Machine Family Science and Classroom Implementation Evaluation Report.
  • Riedinger, K., Storksdieck, M., & Keys, B. (2017). Bringing the Universe to America’s Classrooms: Year 1 Final Evaluation Report [Technical Report]. Center for Research on Lifelong STEM Learning.
  • Riedinger, K., Storksdieck, M., Pattison, S., Keys, B., & Cho, H. (2019). Bringing the Universe to America’s Classrooms: Field Study Report [Technical Report]. Oregon State University.
  • Staus, N. (2019). What is STEM interest? (K. Riedinger, Interviewer) [Interview]. https://www.informalscience.org/biography/nancy-staus
  • Staus, N., Riedinger, K., & Storksdieck, M. (accepted). Informal STEM Education. In International Encyclopedia of Education (4th ed.). Elsevier.