Rivet, Ann (ar2251)

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Ann Rivet
Associate Professor of Science Education
Mathematics, Science & Technology
212-678-3384

Office:
412A Zankel

Office Hours:
On leave 2016-2019

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; learning progressions in science; curriculum, assessment, and instructional design for the Next Generation Science Standards; urban middle school science reform; Earth Science teaching and learning.

Selected Publications

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.


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)

Ann E. Rivet is an associate professor of science education in the Mathematics, Science and Technology
Department at Teachers College Columbia University. Between 2016-2019, she is on leave at the
National Science Foundation, serving as a program officer in the Division for Research on Learning in
Formal and Informal Settings. Dr. Rivet’s research explores the intersections of scientific reasoning,
instructional design, and assessment of science learning, primarily at the middle and secondary school
levels. Much of her previous work focused on the design and research of project-based science learning
environments, and on the role these curricular efforts play as part of large urban systemic reform
initiatives. Her research focused on how contextualizing problems and situations in curriculum not only
motivated but also provided cognitive supports for urban middle school students to develop robust
understandings of science concepts. Her current work includes developing innovative assessments to
examine how crosscutting scientific concepts of patterns, systems, and cause and effect influence high
school students’ understandings of core disciplinary ideas. Utilizing a learning progressions framework,
she also examines how students interpret and use representations to understand large-scale Earth
systems and how such reasoning is supported through various classroom instructional strategies. 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. 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 holds a bachelors degree in physics from Brown University, and a 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

“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.


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

412A Main Hall

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.

SELECTED PROFESSIONAL & SERVICE ACTIVITIES

National Science Foundation
Education and Human Resources Directorate, Division for Research on Learning in Formal and Informal Settings
Program Officer, 2016-2019

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
Contributing member of 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
Consultant for the science department, Scarsdale Middle School, Scarsdale, NY, 2012
Invited participant in the Roadmap Project, Professional Development and Instructional Materials Committee, National Geographic Society, 2011-2013
Expert committee reviewer to the Thailand government on their national science standards, 2011-2013
Invited reviewer by Achieve, Inc. for pre-release of the Next Generation Science Standards, 2012-2013
Invited participant in the Guidelines for Assessing High Quality Instructional Materials that Exemplify the NGSS (Guidelines Summit), BSCS, Colorado Springs, CO, 2015
Reviewer for the National Science Foundation Division of Research on Learning in Formal and Informal Settings (DRL), 2008, 2011, 2013, 2014, 2015
Member of the New York State Education Department’s Science Advisory Panel, 2011-2016
Elected school board member, Teaneck Community Charter School, 2013-2016

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


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)

Courses

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