Current Team Members
Kelli Paul, Ph.D.
Kelli received her bachelor’s degree in psychology from Truman State University in Kirksville, MO, and her master’s degree and doctorate in Educational Psychology with a specialization in Inquiry Methodology from Indiana University – Bloomington. For 10 years, she managed a consulting business where she worked with a diverse set of clients and teams to plan and conduct evaluations that focused primarily in the areas of education and STEM. The majority of these projects have examined middle and high school students, especially women and minority students. Her research interests include, but are not limited to, student engagement and interest in STEM and STEM careers as well as the development of instruments and evaluation tools to assess these constructs.
Roshan got his Bachelor degree in Chemistry from the University of Evansville, IN and his Masters in Chemistry from Indiana University-Bloomington. He is currently a second year graduate student in the Science Education – Instruction and Curriculum department at Indiana University-Bloomington. He is interested in ways in enhancing metacognition in students, and exploring misconceptions that students have about different topics in college Chemistry.
Jing received her bachelor degree in Chemistry from Beijing Normal University, China. Afterwards she joined the Department of Chemistry at Indiana University perusing a PhD degree in theoretical and computational chemistry under the supervision of Dr. Peter Ortoleva. In 2015, she started her study in science education and planned to peruse a double major PhD degree. She is interested in improving undergraduate STEM education.
Wenjuan attended Beijing Normal University, China where she received her bachelor degree in Education in 2010. Afterwards she went to the United States to pursue a PhD. She is currently a doctoral candidate in Education Policy Students at Indiana University-Bloomington. She is minor in sociology and quantitative inquiry methodology. She joined Dr. Adam Maltese’s research team in 2013 initially as a translator and now she is doing international comparative analyses about students’ motivation of learning STEM subjects with the data collected in this project. She focuses on citizenship education in the United States and Germany, especially history curriculum policies, teachers and textbooks in both countries. She is also interested in using quantitative methods to analyze large-scale data, such as PISA and TIMSS.
Former Team Members
Russell Nelson Balliet, Ph.D.
Russell was born and raised in San Diego, California where he received his degree in Geological Sciences from San Diego State University. As an undergraduate researcher he worked under the guidance of Dr. Eric Riggs, completing a senior thesis in the area of geoscience education and cognition. He continued this work as a doctoral student at Purdue University and completed his PhD in the Fall of 2012; his work at Purdue focused on Undergraduate geologists’ problem solving abilities and workflow in academic field settings. Russell joined Adam Maltese’s group in the Summer of 2013 as a postdoc and his current research interests include the impacts of undergraduate research experiences on students and mentors, STEM interest initiation and retention, and visualization of data.
Alexandra Burris, Ph.D.
Alex received her bachelor’s degree in zoology from Miami University in Oxford, Ohio. She is currently a doctoral candidate in Science Education at Indiana University-Bloomington where she holds a teaching position. Her research interests include youth engagement at informal science institutions such as zoos, museums, and science centers. Her recent work includes investigating the use of new research/evaluation tools for use in these settings such as point-of-view camera technology.
Christina Cooper, Ph.D.
Christina received her bachelor’s degree in biology from Anderson University in Anderson, Indiana, and her master’s degree in biology from Indiana University-Bloomington. She then joined the Science Education department at Indiana University-Bloomington where she earned her doctorate in 2015. She has taught at Ivy Tech Community College, Indiana University, and is now an Assistant Professor at Corban University in Salem, Oregon. Her research interests include, but are not limited to, methods of student engagement, identifying levels and times of student interest in science, and the use of technology and formative assessment in the classroom.
Joseph A. Harsh, Ph.D.
Joe Harsh is an Assistant Professor of Biology at James Madison University. Prior to completing his Ph.D. in Science Education at Indiana University-Bloomington as a member of the Maltese lab in 2014, he earned a B.S. in the Biological Sciences from Indiana University-South Bend and a M.S. in Botany and Plant Pathology at Michigan State University with a specialization in ecology, evolutionary biology, and behavior.
Broadly, Joe’s research focuses on how student experiences guide their learning progressions and engagement in the sciences. Currently, he is investigating the professional and personal outcomes associated with undergraduate research and the means by which those outcomes arise, the use of performance measures to assess student learning in the research setting, quantitative literacy and the cognitive processes involved in how individuals interpret and construct data representations, and teaching and learning practices in the learning environment.
Eunju Jung, Ph.D.
Eunju Jung is a visiting research associate at the Indiana University School of Education. Her research interests in research methods include statistical methods for testing measurement invariance, various psychometric theories, structural equation modeling and multi-level modeling. She is also very interested in applying appropriate research methods to data related to STEM education. Her most recent position was a post-doctoral research associate in the department of Materials and Science and Engineering at Texas A & M University. She was involved in three undergraduate-education projects: exploring the psychometric properties of the Materials Concept Inventory, examining the impact of incorporating on student knowledge gain, and investigating the dissemination efforts of active-learning pedagogies. She received her Ph. D in Educational Psychology (Focus: Research, Measurement, and Statistics) from Texas A & M University and a B.A. in Linguistics from Korea University in Korea.
Amber Simpson, Ph.D.
Amber received her undergraduate degree in Mathematics, Secondary Education from East Tennessee State University, and her Master’s degree in Curriculum and Instruction and Educational Specialist degree in Education Administration and Supervision from Lincoln Memorial University. She spent five years as a high school mathematics teacher in Tennessee before returning to Clemson University to receive her PhD in Curriculum and Instruction, Mathematics Education. Amber’s research interests include understanding individual’s STEM identity, specifically female’s identification or dis-identification in STEM-related degrees and careers, and how one’s STEM identity may transform due to different formal and informal learning experiences such as single-sex education settings or after-school programs. She is also committed to understanding the ways in which prospective mathematics teachers learn to teach as an individual within a social-cultural-historical collective unit.
Jianlan Wang, Ph.D.
My research interest lies in scientific argumentation. I investigated the relationship between argumentation and the Nature of Science (NOS) in 2011, and the relationship between argumentation and content knowledge understanding in 2012. I did research in both the US and China. One of my resolutions is to combine the educational systems and beliefs of the two countries.