Kelly Riedinger

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(757) 630-2258
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Senior Researcher

 

Before coming to the STEM Research Center, Kelly served as the Director of Research and Evaluation for a STEM education consulting firm where she oversaw the full range of evaluation projects and ongoing research studies. Prior to this position, Kelly was an assistant professor of science education in the Watson College of Education at the University of North Carolina Wilmington.

While Kelly was completing her Ph.D., she served as a graduate research assistant and then research associate on the NSF-funded Project Nexus initiative. Kelly has also taught middle and high school oceanography, physical science, and Earth science and worked as an educator at the Virginia Aquarium & Marine Science Center. She has been active in a number of professional organizations including the Science Learning in Informal Contexts Strand of NARST, the National Marine Educators Association (NMEA), and the NSTA. She currently serves on the Evaluation and Measurement Task Force of the Center for Advancement of Informal Science Education (CAISE).

Kelly’s research interests include investigating youths’ identities as learners of science, connecting formal and informal science education, supporting girls in STEM learning, and promoting access and inclusion in informal science education settings for learners with special needs.

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.

Curriculum Vitae

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., 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). 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
  • Flinner, K., & Riedinger, K. (2018, November 15). Getting Inside Of (Or On Top Of) Your Head. https://wzam.org/
  • Fraser, J., Heimlich, J., Riedinger, K., & Rutherford, A. WZAM 3: STEM Matters [video]. (2020). https://stemforall2020.videohall.com/presentations/1833
  • 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.
  • 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. (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., & 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. (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