The following are links to resources and publications by staff at the Center.
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., & Staus, N. L. (2013). Free-choice Learning and Ecotourism. In R. Ballantyne & J. Packer (Eds.), International Handbook on Ecotourism (pp. 155–168). Edward Elgar Publishing Limited.
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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
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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 |
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.
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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.
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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 |
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.
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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.
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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) |
Staus, N., & Falk, J. H. (2013). The Role of Emotion in Ecotourism Experiences. In R. Ballantyne & J. Packer (Eds.), International Handbook on Ecotourism (pp. 178–191). Edward Elgar Publishing Limited.
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Staus, N., Riedinger, K., & Storksdieck, M. (accepted). Informal STEM Education. In International Encyclopedia of Education (4th ed.). Elsevier.
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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 |
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. |
Carter, R. G., Mundorff, K., Risien, J., Bouwma-Gearhart, J., Bratsch-Prince, D., Brown, S. A., Campbell, A. L., Hartman, J. C., Hasemann, C. A., Hollenbeck, P. J., Lupiani, B., McCarty, O. J. T., McClure, I. D., Mealey, K., Mimura, C., Romero, A. J., Sztajn, P., & Egeren, L. V. (2021). Innovation, entrepreneurship, promotion, and tenure. Science. https://doi.org/10.1126/science.abj2098 |
Cho, H., Low, R. D., Fischer, H. A., & Storksdieck, M. (2021). The STEM Enhancement in Earth Science “Mosquito Mappers” Virtual Internship: Outcomes of Place-Based Engagement with Citizen Science. Frontiers in Environmental Science, 9, 372. https://doi.org/10.3389/fenvs.2021.682669 |
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, 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 |
Flowers, S. K., O’Connell, K., & McDermott, V. M. (2021). Crafting Field Station and Marine Lab Communities for Undergraduate Diversity, Equity, and Inclusion. The Bulletin of the Ecological Society of America, e01908. https://doi.org/10.1002/bes2.1908 |
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 |
Flowers, S. K., O’Connell, K., & McDermott, V. M. (2021). Crafting Field Station and Marine Lab Communities for Undergraduate Diversity, Equity, and Inclusion. The Bulletin of the Ecological Society of America, e01908. https://doi.org/10.1002/bes2.1908 |
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
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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
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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., 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. 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, 105(4), 628-652. https://doi.org/10.1002/sce.21621
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Shaulskiy, S., Jolley, A., & O’Connell, K. (2022). Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging. CBE—Life Sciences Education, 21(3), ar40. https://doi.org/10.1187/cbe.21-08-0201
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Shortlidge, E. E., Jolley, A., Shaulskiy, S., Geraghty Ward, E., Lorentz, C. N., & O’Connell, K. (2021). A resource for understanding and evaluating outcomes of undergraduate field experiences. Ecology and Evolution, 11(23), 16387–16408. https://doi.org/10.1002/ece3.8241 |
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., Falk, J. H., Price, A., Tai, R. H., & Dierking, L. D. (2021). Measuring the long-term effects of informal science education experiences: Challenges and potential solutions. Disciplinary and Interdisciplinary Science Education Research, 3(1), 3. https://doi.org/10.1186/s43031-021-00031-0 |
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 |
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
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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 |
Ward, E. G., O’Connell, K. B., Race, A., Alwin, A., Alwin, A., Cortijo-Robles, K., Esparza, D., Jolley, A., McDevitt, A., Patel, M., Prevost, L. B., Shaulskiy, S., Shinbro, X. A., Treibergs, K., Alvaro, M., & Sea, W. (2021). Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting. The Bulletin of the Ecological Society of America, e01920. https://doi.org/10.1002/bes2.1920 |
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
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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. (2021). Grounding Institutional Partnerships in Structures for Broader Impact Design: Summative Evaluation Report. Oregon State University. https://doi.org/10.5399/osu/1151
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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
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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. |
Preston, K., Risien, J., & O’Connell, K. (2022). Authentic Research through Collaborative Learning (ARC-Learn): Undergraduate Research Experiences in Data Rich Arctic Science. STEM Research Center, Oregon State University. https://doi.org/10.5399/osu/1156
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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. L., & Falk, J. H. (2017). The Role of Emotion in Informal Science Learning: Testing an Exploratory Model. Mind, Brain, and Education, 11(2), 45–53. https://doi.org/10.1111/mbe.12139
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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 |
Stein, J., Storksdieck, M., Valdez, S., & Bonebrake, V. (2022). LIFEWays: Learning in and from the Environment through Multiple Ways of Knowing [Landscape Study Summary of Findings]. https://stem.oregonstate.edu/sites/stem.oregonstate.edu/files/LIFEWays%20Pre-Proposal%20Research%20Summary_January%202022.pdf
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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 |
Center for Advancement of Informal Science interview with Nancy Staus. What is STEM interest? [interview] . (2019). https://www.informalscience.org/biography/nancy-staus |
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Hoke, K. (2022, March 28). North American Association for Environmental Education. STEM and the Guidelines. https://naaee.org/eepro/blog/stem-and-guidelines
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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 |
Miller, D., Storksdieck, M., & Cavalier, D. Website aims to connect people to science near them. (2022, February 25). In Think Out Loud. OPB. https://www.opb.org/article/2022/02/25/website-aims-to-connect-people-to-science-near-them/ |
McGranaghan, R. (2020). Martin Storksdieck—Visionary of lifelong learning (No. 16). https://www.originspodcast.co/episodes-1/2020/3/11/episode-16-martin-storksdieck-visionary-of-lifelong-learning
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Preston, K. (2022). How “Science Near Me” Benefits Me—And You. Discover Magazine. Retrieved September 14, 2022, from https://www.discovermagazine.com/the-sciences/how-science-near-me-benefits-me-and-you
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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/ |