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Ann E. Rivet

Professional Background

Educational Background

Ph.D in Science Education, University of Michigan

M.S. in Science Education (Earth Science), University of Michigan

Sc.B. in Physics, Brown University

Scholarly Interests

The design and research of student learning in inquiry and project-based science learning environments; urban middle school science reform; content-area literacy in secondary science; Earth Science teaching and learning.

Selected Publications

 

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.

active professional organizations

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)

biographical information

Teachers College
Columbia University
Box 210, 412A Main Hall
525 W. 120th St.
New York, NY 10027
Phone: (212) 678-3384
Fax: (212) 678-8145
email: rivet@tc.columbia.edu

office location

412A Main Hall

professional experiences

SELECTED PROFESSIONAL & SERVICE ACTIVITIES
Journal Review Positions
Journal of the Learning Sciences - Editorial Board, 2005-present
Journal of Research in Science Teaching – Editorial Board, 2008-2011
Science Education
International Journal of Science Education
School Science and Mathematics


Advisor Positions
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)

principal publications

 

Publications

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.

Marri, A., Perin, D., Crocco, M., Riccio, J., Rivet, A., & Chase, B. (2011). Content-driven literacy: One approach to urban secondary teacher education. The New Educator, 7.

Kastens, K. A., & Rivet, A. (2010). Using analogical mapping to assess the affordances of scale models used in Earth and Environmental Science education. In C. Holscher, et al. (Eds.), Spatial Cognition VII, NNAI 6222 (pp. 112-124). Berlin: Springer-Verlag.

Perin, D, Crocco, M., Marri, A., Riccio, J., Rivet, A., & Chase, B. (2009). Integrating literacy in content classrooms. Academic Exchange Quarterly, 13(2), 97-105.

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.

Rivet, A. & Schneider, R. (2004). Exploring the role of digital photography to enhance student inquiry in a local ecosystem. Journal of Computers in Math and Science Teaching, 23(1), 47-65.

Rivet, A. & Krajcik, J. (2004). Contextualizing instruction in project-based science: Activating students’ prior knowledge and experiences to support learning. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.), Embracing Diversity in the Learning Sciences; The Proceedings of the Sixth International Conference of the Learning Sciences (ICLS 2004) (pp.435-442). Santa Monica, CA: Lawrence Erlbaum Associates.

 

Curriculum and Professional Development Materials

Rivet, A., Shuttleworth, J. & Riccio, J. (2012). Sustainability teaching modules.  TC/University of Iowa.

Rivet, A., Edelson, D. Jona, K., Finn, L-E., Rossi, M., Lee, E. & Ingber, J. (2012). How Does Water Shape Our World? In J. Krajcik, B. Reiser, L. Southerland & D. Fortus (Eds.), IQWST: Investigating and Questioning our World through Science and Technology. New York: Sangari Global Education.

Rivet, A. , Ryan, M., Starr, M., & Crismond, D. (2008). Moving Big Things. In J. Kolodner, J. Krajcik, D. Edelson & B. Reiser (eds.), Project-Based Inquiry Science. Armonk, NY: It’s About Time Publishers.

Rivet, A., Jona, K., & Edelson, D. (2006). How does water shape our world? In J. Krajcik & B. J. Reiser (Eds.), IQWST: Investigating and questioning our world through science and technology. Evanston, IL: Northwestern University.

Rivet, A. (Ed.). (2005). Professional Development Handbook, Grades 3-4. Boston, MA: Houghton Mifflin Science.

Edelson, D. & The GEODE Initiative of Northwestern University. (2005). Investigations in Environmental Science: A Case-Based Approach to the Study of Environmental Systems. Armonk, NY: It’s About Time.
Lead developer, teachers’ edition.

Rivet, A. & The Center for Highly Interactive Computing in Education. (2002). How Do Machines Help Me Build Big Things? Ann Arbor, MI: University of Michigan School of Education.

TERC. (2001). The Global Lab Curriculum. Dubuque, Iowa: Kendall-Hunt Publishers.
Lead developer, water quality unit.

TERC. (1998). Bridges to Classroom Mathematics. Cambridge, MA: TERC/COMAP.
Lead developer, unit-specific workshop materials.

 

 

professional presentations

grants

“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.

honors and awards

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

Harlem Schools Partnership
Website: http://www.tc.edu/hsp

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.