The following are links to resources and publications by staff at the Center.

 

Book Chapters:

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]: Vol. DBU-Umweltkommunikation Vol. 10. (pp. 161–176). Oekom. https://www.oekom.de/buch/zwischen-ohnmacht-und-zuversicht-9783962380427

Fischer, D., Selm, H., Sundermann, A., and Storksdieck, M. (2020): Storytelling for Sustainability: A Definition and its Implications for Education and Communication. In Luna, H., Molthan-Hill, P., Baden, D., and Wall, T. (eds.): Using storytelling in education for sustainable development (ESD). Routledge. http://dx.doi.org/10.4324/9780429291111-5

 

Hestness, E., Riedinger, K., & McGinnis, J. R. (2017). Multiple approaches to using informal science education to prepare informal and formal science educators. In P. G. Patrick (Ed.), Preparing Informal Science Educators: Perspectives from Science Communication and Education. Springer International Publishing. https://doi.org/10.1007/978-3-319-50398-1

Lohwater, T., & Storksdieck, M. (2017). Science Communication at Scientific Institutions. Chapter 19. In D. Scheufele, D. M. Kahan, & K. Hall Jamieson (Eds.), Handbook of the Science of Science Communication (pp. 179–186). Oxford University Press. http://doi.org/10.1093/oxfordhb/9780190497620.013.20

Skvoretz, J., Risien, J., & Goldberg, B. (2018). Network Measurement and Data Collection Methods in Higher Education: Practices and Guidelines. In C. Henderson, C. Rasmussen, A. Knaub, N. Apkarian, A. J. Daly, & K. Q. Fisher (Eds.), Researching and Enacting Change in Postsecondary Education: Leveraging Instructors’ Social Networks (1 edition, Vol. 28). Routledge. 

Staus, N. L. (2019). The educational value of zoos: An empirical perspective. In B. Fischer (Ed.), The Routledge Handbook of Animal Ethics. (pp. 367-380)

Storksdieck, M. (2015). Transforming Undergraduate STEM Education: Responding to Opportunities, Needs, and Pressures. Chapter 2. In G. C. Weaver, W. D. Burges, A. L. Childress, & L. Slakey (Eds.), Transforming Institutions: Undergraduate STEM Education for the 21st Century. Purdue University Press. https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1046&context=purduepress_ebooks

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

Journal Articles:

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

Campo, S., Quardokus Fisher, K. Sitomer, A. & Breit-Goodwin, M. (Under review). Sustaining change initiatives: An exploration of organizational leaders’ psychological ownership of a grant-initiated improvement-to-mathematics teaching program. International Journal of Research in Undergraduate Mathematics.

Ellison, A. M., LeRoy, C. J., Landsbergen, K. J., Bosanquet, E., Borden, D. B., CaraDonna, P. J., Cheney, K., Crystal‐Ornelas, R., DeFreece, A., Goralnik, L., Irons, E., Merkle, B. G., O’Connell, K. E. B., Penick, C. A., Rustad, L., Schulze, M., Waser, N. M., & Wysong, L. M. (2018). Art/Science Collaborations: New Explorations of Ecological Systems, Values, and their Feedbacks. The Bulletin of the Ecological Society of America, 99(2), 180–191. https://doi.org/10.1002/bes2.1384
Falk, J. H., Dierking, L. D., Staus, N. L., Wyld, J. N., Bailey, D. L., & Penuel, W. R. (2016). The Synergies research–practice partnership project: A 2020 Vision case study. Cultural Studies of Science Education, 11(1), 195–212. https://doi.org/10.1007/s11422-015-9716-2
Falk, J. H., Staus, N., Dierking, L. D., Penuel, W., Wyld, J., & Bailey, D. (2016). Understanding youth STEM interest pathways within a single community: The Synergies project. International Journal of Science Education, Part B, 6(4), 369–384. 
Falk, J. H., Dierking, L. D., & Staus, N. L. (2020). The Use of Ecological Concepts in the Social Sciences: Measuring the Productivity, Durability & Resilience of Learning Ecosystems. Ecology & Conservation Science: Open Access, 1(3), 78–79. https://doi.org/10.19080/ECOA.2020.01.555563
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/ctsp.350
Giamellaro, M., O’Connell, K., & Knapp, M. (2020). Teachers as participant-narrators in authentic data stories. International Journal of Science Education, 42(3), 406–425. https://doi.org/10.1080/09500693.2020.1714093

Giamellaro, M., & O’Connell, K. (2018). Numbers in Nature, Math on the Mountain. Connected Science Learning, 6, 1–25. https://www.nsta.org/connected-science-learning/connected-science-learning-april-june-2018-0/numbers-nature-math
Goralnik, L., Kelly, S. M., O’Connell, K., Nelson, M. P., & Schulze, M. (2020). Forest discovery: Place relationships on an environmental science, arts and humanities (eSAH) field trip. Australian Journal of Environmental Education, 1–12. https://doi.org/10.1017/aee.2020.28

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), 185–194. 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

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

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

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(240). https://doi.org/10.3389/fpubh.2018.00240
Morales, N., O’Connell, K. B., McNulty, S., Berkowitz, A., Bowser, G., Giamellaro, M., & Miriti, M. N. (2020). Promoting inclusion in ecological field experiences: Examining and overcoming barriers to a professional rite of passage. The Bulletin of the Ecological Society of America, 101(4), e01742. https://doi.org/10.1002/bes2.1742
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

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

 
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

Risien, J. (2019). Curators and sojourners in learning networks: Practices for transformation. Evaluation and Program Planning, 73, 71–79. https://doi.org/10.1016/j.evalprogplan.2018.12.001
Risien, J., & Goldstein, B. E. (2021). Boundaries Crossed and Boundaries Made: The Productive Tension Between Learning and Influence in Transformative Networks. Minerva. https://doi.org/10.1007/s11024-021-09442-9
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
Shaby, N., Staus, N., Dierking, L. D., & Falk, J. H. (2021). Pathways of interest and participation: How STEM-interested youth navigate a learning ecosystem. Science Education. https://doi.org/10.1002/sce.21621

Staus, N. L., Falk, J. H., Penuel, W., Dierking, L., Wyld, J., & Bailey, D. (2020). Interested, Disinterested, or Neutral: Exploring STEM Interest Profiles and Pathways in A Low-Income Urban Community. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1853. https://doi.org/10.29333/ejmste/7927

Staus, N. L., Lesseig, K., Lamb, R., Falk, J., & Dierking, L. (2020). Validation of a Measure of STEM Interest for Adolescents. International Journal of Science and Mathematics Education, 18(2), 279–293. https://doi.org/10.1007/s10763-019-09970-7
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., & Falk, J. H. (2020). Valuing free-choice learning in national parks. Parks Stewardship Forum, 36(2), 271–280. 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), 1–10. https://doi.org/10.5334/cstp.55
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

Quardokus Fisher, K., Sitomer, A., Bouwma-Gearhart, J. & Koretsky, M. (2019). Using social network analysis to develop relational expertise for an instructional change initiative. International Journal of STEM Education, https://doi.org/10.1186/s40594-019-0172-5
Williams, K. A., Hall, T. E., & O’Connell, K. (2021). Classroom-based citizen science: Impacts on students’ science identity, nature connectedness, and curricular knowledge. Environmental Education Research, 1–17. https://doi.org/10.1080/13504622.2021.1927990

Reports:

Bell, J., Besley, J., Cannady, M., Crowley, K., Grack Nelson, A., Phillips, T., Riedinger, K., & Storksdieck, M. (2019). The Role of Engagement in STEM Learning and Science Communication: Reflections on Interviews from the Field | InformalScience.org. 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 Interviews from the Field | InformalScience.org. https://www.informalscience.org/what-stem-identity-1

Bell, J., Cannady, M., Crowley, K., Grack Nelson, A., Phillips, T., Riedinger, K., & Storksdieck, M. (2019). The Role of Interest in STEM Learning and Science Communication: Reflections on Interviews from the Field | InformalScience.org. https://www.informalscience.org/interest

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. (2017). 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

Cho, H., & Risien, J. (2020). Understanding faculty and student perceptions about reward and advancement: Survey of four STEM departments at research intensive universities. Oregon State University. https://doi.org/10.5399/osu/1145

Goldstein, B. E., Chase, C. S., Frankel-Goldwater, L., Osborne-Gowey, J., Risien, J., & Schweizer, S. (2017). Transformative Learning Networks: Guidelines and Insights for Netweavers (p. 155). The National Alliance for Broader Impacts. http://serc.carleton.edu/stemedcenters

Hoke, K., & Risien, J. (2018). Collaborative Research: Grounding Institutional Partnerships in Structures for Broader Impact Design: Mid-Way Evaluation Report. Oregon State University. https://doi.org/10.5399/osu/1136

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

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.

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., 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., & 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., 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. Corvallis, OR: Oregon State University. 

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., & 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. Corvallis, OR: Oregon State University.

Risien, J. (2013). Broader Impacts: Towards a Strategic Approach for Oregon State University. Center for Research on Lifelong STEM Learning, Oregon State University. https://doi.org/10.5399/osu/1132

Risien, J., & Falk, J. (2013). STEM Principal Investigators Perceptions and Practice of Broader Impacts: Front-end report for the Center for the Advancement of Informal Science Education. Center for Research on Lifelong STEM Learning, Oregon State University. https://doi.org/10.5399/osu/1122

Risien, J., & Falk, J. H. (2013). CAISE Convening on Broader Impacts and ISE Front‐End Report | InformalScience.org. https://www.informalscience.org/caise-convening-broader-impacts-and-ise-front%e2%80%90end-report
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., & Nilson, R. (2018). Coordinated Reform and Local Solutions: Transforming the University Systems of Reward and Professional Advancement [Technical Report]. Oregon State University. https://doi.org/10.5399/osu/1134

Risien, J., & Nilson, R. (2018). Landscape Overview of University Systems and People Supporting Scientists in their Public Engagement Efforts: Summary of Existing Recommendations and Evidence from the Field. Oregon State University. https://doi.org/10.5399/osu/1128
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
Staus, 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., Bevan, B., Risien, J., Nilson, R., & Willis, K. (2018). Charting the Intersection of Informal STEM Education and Science Communication: Results of a Social Network Study. Center for Advancement of Informal Science Education. https://www.informalscience.org/charting-intersection-informal-stem-education-and-science-communication-results-social-network-study

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

Other (blogs, podcasts, theses, etc):

Center for Advancement of Informal Science interview with Nancy Staus. What is STEM interest? [interview] . (2019). https://www.informalscience.org/biography/nancy-staus

Flinner, K., & Riedinger, K. (2018, Nov. 15). Getting Inside Of (Or On Top Of) Your Head [blog post]. Retrieved from: https://wzam.org/

Fraser, J., Heimlich, J., Riedinger, K., & Rutherford, A. WZAM 3: STEM Matters [video]. (2020). https://stemforall2020.videohall.com/presentations/1833

Hoke, K., & Risien, J. (2018, August 6). Visualizing Connections and Influences Across the Informal Science Communication Communities: An interactive map of thinkers and leaders. Center for Advancement of Informal Science Education, Washington D.C. https://khoke.kumu.io/visualizing-connections-and-influences-across-the-ise-and-scicomm-communities

Research Unit (2016). RIA #35: Julie Risien on Broader Impacts. Ecampus Research Unit | Oregon State University [podcast]. https://ecampus.oregonstate.edu/research/podcast/e35/

Riedinger, K. (2020, Aug. 27). The role of science talk in STEM identity formation [blog post]. Retrieved from: https://www.informalscience.org/news-views/role-science-talk-stem-identity-formation

Riedinger, K. (2019, May 10). A webinar series with Why Zoos and Aquariums Matter [blog post]. Retrieved from: https://www.informalscience.org/news-views/webinar-series-why-zoos-and-aquariums-matter

Risien, J. (2018). Boundary Dynamics of a Transformative Learning Network: Improving Connection at the Interface of Science and Society [dissertation]. Oregon State University.

Sabatier, C. G., interview with Julie Risien (2018). Kids First Project | Impacts Of Science | Rape Kit Backlog [interview]. https://www.opb.org/radio/programs/think-out-loud/article/kids-first-project-impacts-of-science-rape-kit-backlog/