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
Biographical Information
Ann E. Rivet is Associate Professor of Science Education and Associate Director of the Center for Sustainable Futures at Teachers College Columbia University. Between 2016-2019 she served as a program officer in the Directorate for STEM Education at the National Science Foundation. Dr. Rivet’s research explores how students develop deep and meaningful understandings of Earth and environmental science concepts by examining the intersections of scientific reasoning, instructional design, and assessment primarily at the middle and secondary school levels. Her current work investigates the ways that crosscutting scientific concepts are related to and influence students’ understandings of core disciplinary ideas, and how phenomena-based instructional approaches can support students’ understand large-scale Earth systems. Dr. Rivet is actively involved with current efforts to support the adoption and implementation of the Next Generation Science Standards (NGSS) at both the policy and practitioner levels, including the development of free open source high quality curriculum materials for middle and high school science. Her work has been published in leading journals including Science, the Journal of Research in Science Teaching and the American Education Research Journal, and she has presented her work in multiple national and international settings. She earned her bachelors degree in physics from Brown University, and doctoral degree in science education from the University of Michigan.
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
Scholarly Interests
Earth and enviormental science teaching and learning; design and research of student learning in inquiry and project-based science learning environments; learning progressions in science; curriculum, assessment, and instructional design for the Next Generation Science Standards; urban school science reform.
Selected Publications
Rivet, A. & Whitaker, A.R. (2021). Re-Envisioning Instruction with CCCs: Weather and Climate. In Nordine, J. & Lee, O (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning. Washington, D.C: NSTA Press.
Duncan, R. & Rivet, A. (2018). Learning Progressions. In Fischer, F., Hmelo-Silver, C., Goldman, S., and Reimann, P. (Eds.), International Handbook of the Learning Sciences. New York: Routledge.
Rivet, A. (2017). Teaching methods for Earth Science. In A. Sickel & S. Witzig (Eds.), Designing and Teaching Secondary Methods Courses: An International Perspective. Rotterdam, The Netherlands: Sense Publishers.
Duncan, R., Krajcik, J. & Rivet, A. (Eds.) (2016). Disciplinary Core Ideas: Reshaping Teaching and Learning. Washington, D.C.: NSTA Press. (editorship alphabetical)
Rivet, A., & Ingber, J. (2016). Practices and the Next Generation Science Standards: Analyzing and Interpreting Data. In Schwarz, C., Passmore, C. & Reiser, B. (Eds.), Moving Beyond “Knowing” Science to Make Sense of the World: Bringing Next Generation Science and Engineering Practices into our K-12 Classrooms. Washington, D.C.: NSTA Press.
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.
Grants
“Collaborative Research: Bridging the Gap Between Tabletop Models and the Earth System”, $982,080. National Science Foundation. Collaborative Proposal with Lamont-Doherty Earth Observatory, Columbia University. Principal Investigator. 9/1/09-8/31/13
“Harlem Schools Partnership for Science and Math Education”, $5,000,000. GE Foundation. Science Team member. 7/1/08-6/30/13.
“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 subaward through 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.
Office Location
Principal Publications
Rivet, A. & *Whitaker, A.R. (2021). Re-Envisioning Instruction with CCCs: Weather and Climate. In Nordine, J. & Lee, O (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning. Washington, D.C: NSTA Press.
Duncan, R. & Rivet, A. (2018). Learning Progressions. In Fischer, F., Hmelo-Silver, C., Goldman, S., and Reimann, P. (Eds.), International Handbook of the Learning Sciences. New York: Routledge.
Rivet, A. (2017). Teaching methods for Earth Science. In A. Sickel & S. Witzig (Eds.), Designing and Teaching Secondary Methods Courses: An International Perspective. Rotterdam, The Netherlands: Sense Publishers.
Duncan, R., Krajcik, J. & Rivet, A. (Eds.) (2016). Disciplinary Core Ideas: Reshaping Teaching and Learning. Washington, D.C.: NSTA Press. (editorship alphabetical)
Rivet, A., & Ingber, J. (2016). Practices and the Next Generation Science Standards: Analyzing and Interpreting Data. In Schwarz, C., Passmore, C. & Reiser, B. (Eds.), Moving Beyond “Knowing” Science to Make Sense of the World: Bringing Next Generation Science and Engineering Practices into our K-12 Classrooms. Washington, D.C.: NSTA Press.
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.
Professional Presentations
Selected Presentations
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.