Ann E. Rivet
Ph.D in Science Education, University of Michigan
M.S. in Science Education (Earth Science), University of Michigan
Sc.B. in Physics, Brown University
Duncan, R.G. & Rivet, A. (2013, January 25). Science learning progressions. Science, 339.
Rivet, A. & Kastens, K. (2012). Developing a construct-based assessment to examine students’ analogical reasoning around physical models in earth science. Journal of Research in Science Teaching, 49(6), 713-743.
Rivet, A. & Krajcik, J. (2008). Contextualizing instruction: Leveraging students’ prior knowledge and experiences to foster understanding of middle school science. Journal of Research in Science Teaching, 45(1), 79-100.
Calabrese Barton, A., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68-103.
Kastens, K. & Rivet, A. (2008). Multiple modes of inquiry in the earth sciences. The Science Teacher, 75(1), 26-31.
Rivet, A. (2006). Using transformative research to explore congruencies between science reform and urban schools. In Barab, S., Hay, K, & Hickey, D. (Eds.), Making a Difference: The Proceedings of the Seventh International Conference of the Learning Sciences (Vol. 2, pp. 578-584). Bloomington, IN: Mahwah, NJ: Lawrence Erlbaum Associates.
Rivet, A. & Krajcik, J. (2004). Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum. Journal of Research in Science Teaching, 41(7), 669-692.
National Association for Research in Science Teaching (NARST)
American Educational Research Association (AERA)
International Society for the Learning Sciences (ISLS)
National Science Teachers Association (NSTA)
Box 210, 412A Main Hall
525 W. 120th St.
New York, NY 10027
Phone: (212) 678-3384
Fax: (212) 678-8145
Journal Review Positions
Journal of the Learning Sciences - Editorial Board, 2005-present
Journal of Research in Science Teaching – Editorial Board, 2008-2011
International Journal of Science Education
School Science and Mathematics
Educational advisor for SBIR Phase I: SimulNation: Creating and testing a multi-user learning simulation for the web, an NSF-funded development project, 2005
Advisor for House of Chaos, an educational game initiative by the NSDL Core Integration Team at Columbia University and Red Hill Studios, 2006-2008
Advisor for Constructing Mental Images of Geological Structures from Field Observations, an NSF-funded research project through the Division of Research on Learning, 2008
Advisor for Enhancing Engineering Education with Computational Thinking, an NSF-funded DRK-12 project, 2009-2011
Other Selected Professional & Service Activities
Consultant for the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and MERCK Institute for Science Education, 2006
Contributor to the Learning Progressions in Science Working Group for the Center on Continuous Instructional Improvement, CPRE, 2008
Invited participant in Moving beyond conceptual models: Developing assessments to test and study learning progressions, an NSF-funded workshop, 2009
Contributor to Massachusetts K-12 science standards revision process through the Massachusetts Department of Elementary and Secondary Education, 2010
Member of review panel for AAAS Project 2061, 2010
Contributor the Roadmap Project, Professional Development and Instructional Materials Committee, National Geographic Society, 2011-2013
Member of the New York State Education Department’s Science Advisory Panel, 2011-2013
Invited reviewer by Achieve, Inc. for the draft versions of the Next Generation Science Standards, 2012
Consultant for the science department, Scarsdale Middle School, Scarsdale, NY, 2012
PRIOR PROFESSIONAL EXPERIENCE
Postdoctoral Fellow, Northwestern University (2003)
Graduate Research Assistant, The Center for Highly Interactive Computing in Education (HI-CE), University of Michigan (1998-2002)
Research Assistant, TERC, Cambridge, MA (1996-1998)
Rivet, A. (October 2012). Preparing for the Next Generation Science Standards: Analyzing and interpreting data. Web seminar presentation for the National Science Teachers Association. Webinar available at: http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar8.aspx
Rivet, A. (October 2012). Assessing analogical reasoning in earth science. Presentation at the Rutgers Graduate School of Education, New Brunswick, NJ.
Rivet, A. (July 2012) Science Standards Reforms: Challenges for teachers, implications for teacher education. Presentation at Connecting Advances in Learning Research and Teaching Practice: A Conference about Teacher Education, Teachers College Columbia University, New York, NY
Rivet, A. (June 2011). Contextualizing project-based science to foster deep understanding. Presentation at the University of Washington Institute for Science and Mathematics Education, Seattle, WA.
Rivet, A. (February 2011). Examining the use of physical models in earth science education. Presentation at the Lawrence Hall of Science, Berkeley, CA.
Rivet, A. (May 2010). Examining the use of physical models in earth science education. Presentation at the National Geographic Society, Washington, D.C.
Rivet, A., Whitaker, A. R., Dubossi, D. & Snyder, S. (March 2010). Content-area literacy in new teachers’ secondary science classrooms: Challenges and possibilities. Presentation at the annual meeting of the National Science Teachers Association. Philadelphia, PA.
Rivet, A. (November, 2009). Project-based science: Supporting student learning and fostering urban school reform. Presentation at the University of Texas at Austin, Austin, TX.
Rivet, A. (July 2008). What do we know about student motivation and engagement in classrooms? Presentation at the National Institute of Education Design Retreat. Jordan Ministry of Education, Amman, Jordan.
Rivet, A. & Calabrese Barton, A. (April 2007). Urban students’ diverse inquiry practices. Presentation at the annual meeting of the American Educational Research Association. Chicago, IL
Rivet, A. (June 2006). Discussant for session B2b: Implementing and Enacting Inquiry-Oriented Curricula at the International Conference of the Learning Sciences. Bloomington, IN. Podcast available at http://crlt.indiana.edu/iclsvideo/index.html.
Rivet, A. & Calabrese Barton, A. (November 2005). Contextualizing science instruction: Informing practice through research. Presentation at Placing Girls in the Pipeline: Fostering Girls’ Success in Science Education Conference. Queens College/CUNY, Flushing, NY
Rivet, A. (April 2005). Adapting science reforms to meet the needs of urban schools. Presentation in Transformative research in urban schools: Student, teacher, and school-wide reform at the annual meeting of the National Association for Research in Science Teaching. Dallas, TX.
Selected Paper Presentations
Rivet, A., Berg, A., & Stewart, P. (2011). The roller coaster of urban science education reform: Ascending the first big hill. Paper presented at the Annual Meeting of the American Education Research Association. April 2011: New Orleans, LA.
Stewart, P. & Rivet, A. (2010). Does the 3D serious game Physics Geeks facilitate learning in conceptual physics students? Paper published in the proceedings of the Annual Meeting of the National Association for Research in Science Teaching. March 2010: Philadelphia, PA.
Mezei, J. & Rivet, A. (2010). A model of collaborative discourse to promote participatory classroom culture and literacy in a high school science classroom. Paper published in the proceedings of the Annual Meeting of the National Association for Research in Science Teaching. March 2010: Philadelphia, PA.
Whitaker, A.R. & Rivet, A. (2010). Addressing challenges of construct validity through the design of a scalable cognitively-based science performance assessment task. Paper published in the proceedings of the Annual Meeting of the National Association for Research in Science Teaching. March 2010: Philadelphia, PA.
Thomas, J. & Rivet, A. (2010). A response to reform: Teachers’ attitudes and practice of inquiry-oriented instruction. Paper published in the proceedings of the Annual Meeting of the National Association for Research in Science Teaching. March 2010: Philadelphia, PA.
Rivet, A. & Whitaker, A.R. (2009). Content-area literacy in new teachers’ secondary science classrooms: Challenges and possibilities. Paper published in the proceedings of the Annual Meeting of the National Association for Research in Science Teaching. April 2009: Garden Grove, CA.
Rivet, A., Petzoldt, M, Ingber, J., & Riccio, J. (2008). Science teachers’ characterizations of inquiry: Identifying challenges to curriculum reform. Paper presentation at the annual meeting of the National Association for Research in Science Teaching. March 2008: Baltimore, MD.
Rivet, A. (2006). Using transformative research to explore congruencies between science reform and urban schools. Paper presented at the International Conference of the Learning Sciences, session B3a: Transforming Curricula and Sustaining Reforms. June 2006: Bloomington, IN. Podcast available at http://crlt.indiana.edu/iclsvideo/index.html.
Rivet, A. (2006). Teachers’ use of contextualizing instruction in middle school project-based science classrooms. Paper presented at the annual meeting of the American Educational Research Association. April 2006: San Francisco, CA.
Rivet, A. & Calabrese Barton, A. (2006). Adapting science curricula for individual contexts: Transformative research in urban schools. Paper presented at the annual meeting of the American Educational Research Association. April 2006: San Francisco, CA.
Fortus, D., Hug, B., Krajcik, J., Kuhn, L., McNeill, K., Reiser, B., Rivet, A., Rogat, A., Schwartz, C. & Shwatz, Y. (2006). Sequencing and supporting complex scientific inquiry practices in instructional materials for middle school students. Paper presented at the annual meeting of the National Association for Research in Science Teaching. April 2006: San Francisco, CA.
“Planning for a Collaborative Center of Excellence in Geographical and Earth Science Education”, $50,000. Jointly funded by the Provost Investment Fund, Teachers College Columbia University and the National Geographic Education Foundation. Principal Investigator. 1/1/12- 8/31/13.
“Campus Living-Learning Communities for the Sustainable Citizen”, $195,000. Funds for the Improvement of Postsecondary Education (FIPSE), US Department of Education. Principal Investigator on sub-award from the University of Iowa. 1/1/11-12/31/13.
“Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System”, $653,822. National Science Foundation. Collaborative Proposal with Lamont-Doherty Earth Observatory, Columbia University. Principal Investigator. 9/1/09-8/31/13
“Content-Driven Literacy: Preparation for Secondary Science and Social Studies Pre-service Teachers”, $20,000. Provost Investment Fund, Teachers College. Co-Principal Investigator. 3/11/09- 8/31/10.
“Harlem Schools Partnership for Science and Math Education”, $5,000,000. GE Foundation. Science Team member. 7/1/08-6/30/13.
Lead faculty researcher at two partner schools.
“Re-establishing the Urban Science Education Center”, $20,000. Provost Investment Fund, Teachers College. Co-Principal Investigator. 10/1/08-8/31/10.
“Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities”, $100,000. Carnegie Foundation. Co-Principal Investigator. 9/1/05-8/31/07.
“GSE/RES Girls’ Science Practices in Urban High Poverty Communities”, $499,334. National Science Foundation. Co-Principal Investigator. 9/1/04-8/31/07.
“Collaborative Research: Developing the Next Generation of Middle School Science Materials – Investigating and Questioning our World through Science and Technology”, $137,198. Northwestern University/National Science Foundation. Principal Investigator. 9/1/04-8/31/06.
“Project-Based Inquiry Science 6th Grade Pilot”. $40,000. NYC Department of Education, Georgia Institute of Technology/National Science Foundation, and It’s About Time Publishers. Principal Investigator. 5/1/06-11/30/06.
“I USE Science”, $200,000 for Teachers College’s Urban Science Education Center. The Hearst Foundation. Co-director. 7/1/05- 6/30/06.
Center for Curriculum Materials in Science (CCMS) Early Career Research Associate, 2004-05
Teachers College Outstanding Teaching Award, 2004
AERA Outstanding Disseration Award for Division B - Honorable Mention, 2004
Rackham One-Term Dissertation Fellowship, University of Michigan, 2003
MSTC 4045: Earth science methods and curriculum laboratory
Theoretical basis of secondary school science education and its practical application to earth science teaching and laboratory experiences.
MSTC 4048: Structure of science knowledge and curriculum design
Analysis of the organization of and relationships between concepts, laws, and theories in the life and physical sciences, using a variety of analytical techniques suitable for curriculum design.
MSTC 4056: Concepts in earth science
Study of models of our planet, Earth in space, and weather and climate.
MSTC 5047: Science teacher education
MSTC 5047 is a required core course in the Science Education doctoral and advanced masters programs. The course concerns both inservice and preservice teacher education. In the course, students will conduct research with preservice teachers, as well as practicing and expert teachers. We will examine the classic and contemporary knowledge base of teacher education, as well as current issues and questions in the education of science teaching professionals. Open to students who are not in the Science Program with the professor's permission.
MSTC 5048: Curriculum and pedagogy in science education
This course offers students in the science education doctoral and advanced master's programs the opportunity to ask fundamental questions about curriculum in multiple ways.
Centers and Projects
The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.
The mission of the HSP is to improve STEM education by helping schools create rich environments for STEM teaching and learning. We accomplish this through professional development that strengthens curriculum, increases teacher knowledge of STEM content and teaching practices, diversifies assessment of student learning, and ensures that English Language Learners are successful in STEM. The intended outcome is that HSP schools will be models of excellence for STEM teaching and learning, and that participating teachers will become leaders and mentors for others at their schools and in the Department of Education.