Dr. Jodi Asbell-Clarke

Proposal writing, program design, research and evaluation.

Dr. Jodi Asbell-Clarke, 2017.
We know more than we can tell.
TEDX talk Beacon Street. Boston, MA.

Having led national and international science educational research projects, I have developed a unique skill set including proposal writing, project vision and leadership, team building, quantitative and qualitative research, and facilitation.

I help research groups and educational organizations to design effective projects and write successful proposals, as well as provide support for project leadership, research, and evaluation.

Education

Rochester Institute of Technology
B.S. Computational Math 1983
Rice University
M.A. Applied Computational Math 1986
University of New Mexico
M.S. Astrophysics 1989
University of Toronto/OISE
Ph.D. Education/Curriculum, Teaching, & Learning 2011

TERC, Inc. Senior Researcher and Director 1995 - present
Principal investigator, lead proposal writer, and project director at an educational research non-profit. Lead a team of about 10 educators, researchers, and designers to conduct innovative research in inclusive STEM education. Brought in over US$13M of federal funds (NSF: US National Science Foundation).
Part-time Faculty, Saint Mary’s University 2002 – present
Design and teach an online course to 240 students per year on Life in the Universe.
University of Illinois High School, Associate Faculty 1989-1992
Taught physics and astrophysics at a laboratory high school.
IBM, Verification Analyst, Onboard Space Shuttle Software 1983-1986
Developed programs to test and repair onboard navigation software for NASA’s space shuttle.

Related Experiences

Numerous proposal review panels for NSF. Chair of NSERC’s PromoScience and CREATE proposal review committees.
Advisory panels for George Lucas Foundation, NSF Center for Innovative Research in Cyberlearning (CIRCL); White House committee on STEM Learning and Disabilities.
Led the NSF-supported Finnish-US Network (FUN) including international research exchanges and collaborations for educational researchers.
Designed and facilitated collaborative design and planning sessions for university and non-profit research teams including multi-day retreats and ongoing visioning and planning sessions.
Authored proposals for independent research teams including a $450K CFI grant to Saint Mary’s University for a high performance computer used by inter-disciplinary teams.

Research Projects

Lead Principal Investigator on the following US National Science Foundation grants:

NSF/CSforALL/#1738574: Personalized Computational Thinking for Grades 3-8: $996,36. 2018-2020
NSF/DRK12/#1502882: Zoombinis: The Full Development Implementation Research Study of a Computational Thinking Game for Upper Elementary and Middle School Learners: $1,941,206. 2016-2019
NSF/REAL/#1417967: Collaborative Research: Revealing the Invisible: Data-Intensive Research Using Cognitive, Psychological, and Physiological Measures to Optimize STEM Learning: $532,028. 2015-2019
NSF/DRK12/#1119144: Leveling Up: Supporting and Measuring High School STEM Knowledge Building in Social Digital Games: $3,110,415. 2012-2017
NSF/SAVI/#1252709: FUN: A Finland-US Network for Engagement and STEM Learning in Games” $295,578. 2013-2015
NSF/DRK12/#1134919: Arcadia: The Next Generation - Transforming STEM Learning through Transmedia Games: $499,595. 2012-2016
NSF/DRK12/#1043357: Arcadia Resource Center: Targeted research towards a Serious Games Pathway: $499,201. 201-2014
NSF/ISE/#0917520: The Blue Mars Science Center: Designing a virtual science learning environment: $2,984,925. 2010-2013
NSF/GDSE/RES/#0540444: Women's Science Equity Online: $964,114
NSF/IMD/#0352180: Investigating Astronomy: A Unique High School Curriculum for All Students: $1,998,783

Selected Publications

Showing Is Knowing

Dahlstrom‐Hakki, I., Asbell‐Clarke, J., & Rowe, E. (2019). Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom. Mind, Brain, and Education, 13(1), 30-40.

Assessing implicit science learning in digital games.

Rowe, E., Asbell-Clarke, J., Baker, R., Eagle, M., Hicks, A., Barnes, T., Brown, R., & Edwards, T., (2017). Assessing implicit science learning in digital games. Computers in Human Behavior, 76, 617-630. DOI: 10.1016/j.chb.2017.03.043

Building Bridges

Rowe, E., Bardar, E., & Asbell-Clarke, J., Shane-Simpson, C., & Roberts, S. (2016). Building Bridges: Teachers Leveraging Game-Based Implicit Science Learning in Physics Classrooms. In D. Russell & J. Laffey Handbook of Research on Gaming Trends in P-12 Education. Hershey, PA: IGI Global. doi:10.4018/978-1-4666-9629-7

Serious Game Analytics

Rowe, E., Asbell-Clarke, J. & Baker, R. (2015). Serious games analytics to measure implicit science learning. In C.S. Loh, Y. Sheng, & D. Ifenthaler (Eds.) Serious Game Analytics: Methodologies for Performance Measurement, Assessment, and Improvement. Springer Science+Business Media

Demystifying computational thinking.

Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.

Learning by Playing

Asbell-Clarke, J., & Rowe, E. (2014). Scientific inquiry in digital games. In F. Blumberg (Ed.), Learning by Playing: Frontiers of Video Gaming in Education (pp. 246-260). New York: Oxford University Press.

Selected Presentations

We know more than we can tell.

Asbell-Clarke, J. We know more than we can tell. Boston, MA. TEDX talk Beacon Street. (2017, Nov).

Tweet at Dr. Jodi Asbell-Clarke @asbellcl.

Curriculum vitae web page of Dr. Jodi Asbell-Clarke designed and developed by Dane Aleksander with GitHub Pages and Google Fonts: Amatic SC, Arimo (Regular, Bold) and IBM Plex Sans (Extra-Light, Extra-Light Italic, Regular).