Martin Storksdieck

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(541) 737-8666
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Monday-Friday by appointment
Department: 
Director

 

Martin Storksdieck is the director of Oregon State University’s STEM Research Center, and a professor in OSU’s College of Education. The Center consists of a team of dedicated professionals of various disciplinary backgrounds who conduct applied research on STEM education and science engagement at the intersection of research, policy and practice, with a strong focus on equity and social justice. The Center aims at aligning understanding of how all people learn throughout the lifespan, in formal and informal settings, with evidence-based strategies for STEM engagement and STEM education.  Prior to joining OSU, Martin directed the Board on Science Education and the Roundtable on Climate Change Education at the U.S. National Academy of Sciences (NAS).  At the NAS, he oversaw studies that address a wide range of issues related to science education and science learning and provided evidence-based advice to decision-makers in policy, academia, and educational practice.

Martin serves on the Science Advisory Boards for the National Oceanic and Atmospheric Administration (NOAA) and the Leibniz Institute for Science and Mathematics Education in Kiel (Germany). He is the Chair of Trustees for TERC, a nonprofit R&D organization in Cambridge, MA, and a board member of the Tree Media Foundation and Explorer-At-Large. Previously, he served on the boards of the Citizen Science Association and the Visitor Studies Association.  Martin is an elected fellow of the American Association for the Advancement of Science. He holds Master’s degrees in biology and public policy, and a Ph.D. in education.

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
  • Besley, J. C., Dudo, A., & Storksdieck, M. (2015). Scientists’ views about communication training. Journal of Research in Science Teaching, 52(2), 199–220. https://doi.org/10.1002/tea.21186
  • Bonebrake, V., Riedinger, K., & Storksdieck, M. (2019). Investigating the Impact of Curiosity Machine Classroom Implementation: Year 2 Study Findings. 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
  • Bousselot, T., Kim, M., Storksdieck, M., O’Connell, K., & Keys, B. (2017a). STEM Hub Capacity Building to Support Evaluative Thinking and Continuous Improvement: An interim report prepared for Oregon’s Chief Education Office. Oregon State University. https://doi.org/10.5399/osu/1125
  • Bousselot, T., Kim, M., Storksdieck, M., O’Connell, K., & Keys, B. (2017b). STEM Hub Capacity Building to Support Evaluative Thinking and Continuous Improvement: An interim report prepared for Oregon’s Chief Education Office. Oregon State University. https://doi.org/10.5399/osu/1125
  • DeWitt, J., & Storksdieck, M. (2015). Excursions. In Encyclopedia of Science Education (pp. 415–418). Springer. https://link.springer.com/referenceworkentry/10.1007%2F978-94-007-2150-0_292
  • Falk, J. H., Storksdieck, M., Dierking, L. D., Babendure, J., Canzoneri, N., Pattison, S., Meyer, D., Verbeke, M., Coe, M., & Palmquist, S. (2017). The Learning SySTEM. In STEM Ready America. STEM Next | Charles Stewart Mott Foundation. http://stemreadyamerica.org/the-learning-system/
  • Fischer, D. & Storksdieck, M. (2018). Storytelling: Ein Ansatz zum Umgang mit Komplexität in der Nachhaltigkeitskommunikation? [Storytelling: An Approach to Tackle Complexity in Sustainability Communication]. In T. Pyhel (Ed.), Zwischen Ohnmacht und Zuversicht? Vom Umgang mit Komplexität in der Nachhaltigkeitskommunikation. [Between Powerlessness and Confidence? On Addressing Complexity in Sustainability Communication]: DBU-Umweltkommunikation Vol. 10. (pp. 161–176). Oekom. https://www.oekom.de/buch/zwischen-ohnmacht-und-zuversicht-9783962380427
  • Fischer, D., Selm, H., Sundermann, A., & Storksdieck, M. (2020). Storytelling for Sustainability: A Definition and Its Implications for Education and Communication (pp. 38–51). https://doi.org/10.4324/9780429291111-5
  • Fischer, H., Cho, H., & Storksdieck, M. (2021). Going Beyond Hooked Participants: The Nibble-and- Drop Framework for Classifying Citizen Science Participation. Citizen Science: Theory and Practice, 6(1), 10. https://doi.org/10.5334/cstp.350
  • Gorman, J. R., Standridge, D., Lyons, K. S., Elliot, D. L., Winters-Stone, K., Julian, A. K., Weprin, J., Storksdieck, M., & Hayes-Lattin, B. (2018). Patient-centered communication between adolescent and young adult cancer survivors and their healthcare providers: Identifying research gaps with a scoping review. Patient Education and Counseling, 101(2), 184–194. https://doi.org/10.1016/j.pec.2017.08.020
  • Heimlich, J. E., Morrissey, K., Glass, M. A., Storksdieck, M., Schatz, D., & Hunter, N. (2021). Building an Informal STEM Learning Professional Competency Framework. New Horizons in Adult Education and Human Resource Development, 33(1), 25–36. https://doi.org/10.1002/nha3.20303
  • Hunter, N., & Storksdieck, M. (2017). Understanding the Use of Tablet Technology as a Mechanism for Improving Teaching and Learning in the Corvallis School District. Oregon State University. https://doi.org/10.5399/osu/1137
  • Hunter, N., Storksdieck, M., & Staus, N. (2018). Validating an Informal STEM Learning (ISL) Framework: Findings from Empirical Research [Technical Report]. Oregon State University. http://www.islframework.org/wp-content/uploads/2019/11/FW_Report_FINAL-Hunter-and-Storksdieck-2018.pdf
  • Jones, E. C., & Storksdieck, M. (2019). Recent research on the social network concept and cancer. Current Opinion in Supportive and Palliative Care, 13(3), 225–237. https://doi.org/10.1097/SPC.0000000000000442[SJ1] 
  • Jones, E. C., Storksdieck, M., & Rangel, M. L. (2018). How Social Networks May Influence Cancer Patients’ Situated Identity and Illness-Related Behaviors. Frontiers in Public Health, 6. https://doi.org/10.3389/fpubh.2018.00240
  • 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.
  • Lohwater, T., & Storksdieck, M. (2017). Science Communication at Scientific Institutions. In D. Scheufele, D. M. Kahan, & K. Hall Jamieson (Eds.), Handbook of the Science of Science Communication: Vol. Chapter 19 (pp. 179–186). Oxford University Press. http://doi.org/10.1093/oxfordhb/9780190497620.013.20 
  • 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, 0(0), 1–14. https://doi.org/10.1080/10899995.2020.1779567
  • O’Connell, K. B., Keys, B., Storksdieck, M., & Rosin, M. (2020). Context Matters: Using art-based science experiences to broaden participation beyond the choir. International Journal of Science Education, Part B, 10(2), 166–185. https://doi.org/10.1080/21548455.2020.1727587[SJ2] 
  • O’Connell, K., Keys, B., & Storksdieck, M. (2017). Taking Stock of Oregon STEM Hubs: Accomplishments and Challenges: An Evaluation Report Prepared for the Oregon Chief Education Office. Oregon State University. https://doi.org/10.5399/osu/1121
  • O’Connell, K., Keys, B., & Storksdieck, M. (2018). Getting to Know Guerilla Science Participants: Evaluating Unexpected and Unusual Science Encounters: A Report Prepared for the Simons Foundation. Oregon State University. https://doi.org/10.5399/osu/1129
  • O’Connell, K., Keys, B., Storksdieck, M., & Staus, N. (2017). Taking Stock of the STEM Beyond School Project: Accomplishments and Challenges: An Evaluation Report Prepared for the OSU Extension 4-H and Portland Metro STEM Partnership Team [Technical Report]. Oregon State University. https://doi.org/10.5399/osu/1120
  • O’Connell, K., & Storksdieck, M. (2020). Conveying Science through Art Professional Development Experience: Participant Takeaways and Recommendations for the Future. Oregon State University. https://doi.org/10.5399/osu/1299
  • O’Connell, K., Storksdieck, M., & Keys, B. (2017). The effectiveness of out-of-school learning on student STEM learning and learner identity: Evidence across more than 30 programs. Center for Research on Lifelong STEM Learning, Oregon State University.
  • 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., & 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.
  • Risien, J., Falk, J. H., & Storksdieck, M. (2014). Redefining Undergraduate Success at Oregon State University: Report from Spring 2014 Invitational Workshop. Center for Research on Lifelong STEM Learning, Oregon State University. https://doi.org/10.5399/osu/1127
  • Risien, J., & Storksdieck, M. (2018). Unveiling Impact Identities: A Path for Connecting Science and Society. Integrative and Comparative Biology, 58(1), 58–66. https://doi.org/10.1093/icb/icy011
  • Rosin, M., Wong, J., O’Connell, K., Storksdieck, M., & Keys, B. (2019). Guerilla Science: Mixing Science with Art, Music and Play in Unusual Settings. Leonardo, 191–195. https://doi.org/10.1162/leon_a_01793
  • Staus, N. L., O’Connell, K., & Storksdieck, M. (2021). Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences. Frontiers in Education, 6, 246. https://doi.org/10.3389/feduc.2021.690431
  • Staus, N., Preston, K., Keys, B., & Storksdieck, M. (2019). Taking Stock of Oregon STEM Hubs: Accomplishments and Challenges: An Evaluation Report Prepared for the Oregon Department of Education. Oregon State University. https://doi.org/10.5399/osu/1123
  • Stauss, N., O’Connell, K., & Storksdieck, M. (2018). STEM Beyond School Year 2: Accomplishments and Challenges: An Evaluation Report Prepared for the OSU Extension 4-H and Portland Metro STEM Partnership Team. Oregon State University. https://doi.org/10.5399/osu/1126
  • Storksdieck, M. (2015). Transforming Undergraduate STEM Education: Responding to Opportunities, Needs, and Pressures. In G. C. Weaver, W. D. Burges, A. L. Childress, & L. Slakey (Eds.), Transforming Institutions: Undergraduate STEM Education for the 21st Century: Vol. Chapter 2. Purdue University Press. https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1046&context=purduepress_ebooks 
  • Storksdieck, M. (2015). Using Microscopy for Authentic Science Teaching: A Learning Sciences Perspective. Microscopy and Microanalysis, 21(S3), 647–648. https://doi.org/10.1017/S1431927615004031
  • Storksdieck, M. (2016). Critical information literacy as core skill for lifelong STEM learning in the 21st century: Reflections on the desirability and feasibility for widespread science media education. Cultural Studies of Science Education, 11(1), 167–182. https://doi.org/10.1007/s11422-015-9714-4
  • Storksdieck, M., Bevan, B., Risien, J., Nilson, R., & Wilson, K. (2018). Charting the Intersection of Informal STEM Education and Science Communication: Results of a Social Network Study. Center for Advancement of Informal Science (CAISE). https://www.informalscience.org/charting-intersection-informal-stem-education-and-science-communication-results-social-network-study
  • Storksdieck, M., & Falk, J. (2020). Commentary: National Parks as Places for Free-Choice Learning (pp. 265–270). https://doi.org/10.2307/j.ctvx1htwf.32
  • Storksdieck, M., & Falk, J. H. (2020). Valuing free-choice learning in national parks. Parks Stewardship Forum, 36(2). https://doi.org/10.5070/P536248272
  • Storksdieck, M., Shirk, J., Cappadonna, J., Domroese, M., Göbel, C., Haklay, M., Miller-Rushing, A., Roetman, P., Sbrocchi, C., & Vohland, K. (2016). Associations for Citizen Science: Regional Knowledge, Global Collaboration. Citizen Science: Theory and Practice, 1(2), 10. https://doi.org/10.5334/cstp.55
  • Storksdieck, M., Stylinski, C., & Bailey, D. (2016). Typology for Public Engagement with Science: A Conceptual Framework for Public Engagement Involving Scientists. Center for Research on Lifelong STEM Learning. https://www.aaas.org/sites/default/files/content_files/AAAS_Typology.pdf
  • Storksdieck, M., Stylinski, C., & Canzoneri, N. (2017). The Impact of Portal to the Public: Creating an Infrastructure for Engaging Scientists in Informal Science Education: Summative Evaluation. Oregon State University. https://doi.org/10.5399/osu/1124
  • Stylinski, C., Storksdieck, M., Canzoneri, N., Klein, E., & Johnson, A. (2018). Impacts of a comprehensive public engagement training and support program on scientists’ outreach attitudes and practices. International Journal of Science Education, Part B, 8(4), 340–354. https://doi.org/10.1080/21548455.2018.1506188