JESSICA WATKINS 230 Appleton Place, Nashville, TN 37203 [email protected] 512.659.6589

CURRENT APPOINTMENT

Assistant Professor of Science Education, Vanderbilt University Department of Teaching and Learning, Peabody College August 2018 – present

EDUCATION

PhD, Harvard University, May 2010 Applied Physics, dissertation in Physics Education

EdM, Harvard Graduate School of Education, June 2005 Specialized Education, focus in Science Education

BS, Rice University, May 2002 Chemical Physics

PROFESSIONAL EXPERIENCE

Research Assistant Professor, Tufts University Department of Education September 2013 – July 2018

Postdoctoral Research Associate, Tufts University Department of Education and Center for Engineering Education and Outreach Advisor: David Hammer September 2011 – August 2013

Postdoctoral Research Associate, University of Maryland, College Park Advisors: Joe Redish and Janet Coffey January 2010 – December 2011

Graduate Research Assistant, Harvard University Advisor: Eric Mazur August 2004 – May 2010

Admission Counselor/International Student Advisor, Huston-Tillotson College September 2002 – June 2004

1 JOURNAL ARTICLES (*indicates graduate student, cindicates co-first author)

Watkins, J., Jaber, L., and Dini, V. (accepted). “Facilitating science inquiry online: Responsive teaching in a science professional development program.” To be published in Journal of Science Teacher Education.

Hammer, D., Gouvea, J., and Watkins, J. (2018). “Idiosyncratic cases and the search for general validity.” Infancia y Aprendizaje. 41(4), 625-673.

Phillips, A. M.*, Watkins, J. and Hammer, D. (2018). “Beyond ‘asking questions’: Problematizing as a scientific endeavor.” Journal of Research in Science Teaching. 55(7), 982-998.

Watkins, J., McCormick, M.*, Milto, E., Portsmore, M., Spencer, K., Wendell, K., and Hammer, D. (2018). “Data-based conjectures for supporting responsive teaching in engineering design with elementary teachers.” Science Education. 102(3), 548-570.

Watkins, J., Hammer, D., Radoff, J.*, Jaber, L., and Phillips A. M.* (2018). “Positioning as not-understanding: The value of showing uncertainty for engaging in science.” Journal of Research in Science Teaching. 55(4), 573-599. **Recognized as a top-cited recent publication in JRST

Phillips, A. M.*, Watkins, J., and Hammer, D. (2017). “Problematizing as a scientific endeavor.” Physical Review Physics Education Research. 13(2), 020107, 1-13.

Johnson, A., Wendell, K. B., and Watkins, J. (2017). “Examining experienced teachers' noticing of and responses to students' engineering.” Journal of PreCollege Engineering Education Research. 7(1), 25-35.

Watkins, J., Spencer, K., and Hammer, D. (2014). “Examining young students’ problem scoping in engineering design.” Journal of PreCollege Engineering Education Research. 4(1), 43-53.

Watkins, J. and Elby, A. (2013). “Context dependence of students’ views about the role of equations in understanding biology.” Life Sciences Education—Cell Biology Education. 12(2), 274-286.

Watkins, J. and Mazur, E. (2013). “Retaining students in science, technology, engineering, and mathematics (STEM) majors.” Journal of College Science Teaching, 52(4), 36-41.

Lasry, N., Watkins, J., Ibrahim, A., and Mazur, E. (2013). “Response times to conceptual questions.” American Journal of Physics. 81, 703-706.

Watkins, J., Coffey, J. E., Redish, E. F. and Cooke, T. J. (2012). “Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students.” Physical Review Special Topics—Physics Education Research, 8(10112), 1-17.

2 Lasry, N., Mazur, E., and Watkins, J. (2008). Peer Instruction: From Harvard to Community Colleges. American Journal of Physics, 76, 1066-1069.

BOOKS & BOOK CHAPTERS

Milto, E., Portsmore, M., Watkins, J., McCormick, M., Hynes, M. and Spencer, K. (in press). Novel Engineering: A Guide for Teachers. NSTA Press.

Watkins, J., Coffey, J., Maskiewicz, A., and Hammer, D. (2017). “An account of progress in teachers’ framing of science inquiry.” In Teachers’ Personal Epistemologies: Evolving Models for Transforming Practice. Ed. G. Schraw, J. Brownlee, L. Olafson, and M. Vanderveldt. pp. 87-109.

Milto, E., Wendell, K., Watkins, J., Hammer, D., Spencer, K., Portsmore, M., and Rogers, C. (2016). “Elementary school engineering for fictional clients in children’s literature.” In Connecting Science and Engineering Practices in Meaningful Ways, Ed. L. Annetta and J. Minogue.

Watkins, J. and Mazur, E. (2009) “Using JiTT with Peer Instruction.” In Just in Time Teaching Across the Disciplines, Ed. S. Simkins and M. Maier. pp 39-62.

Crouch, C., Watkins, J., Fagen, A., and Mazur, E. (2006) “Peer Instruction: Engaging students one-on-one, all-at-once.” In Reviews in Physics Education Research, Ed. E. F. Redish and P. Cooney.

PUBLICATIONS IN PROGRESS

Watkins, J., Portsmore, M. and Swanson, R. (under review). “Shifts in teachers’ pedagogical reasoning in engineering: Studying teacher learning in an online engineering education program.”

Watkins, J. and Portsmore, M. (under review). “Teacher learning in online video discussions of students’ engineering.”

INVITED PRESENTATIONS & PANELS

J. Watkins. (2020). “Problematizing as a scientific endeavor.” Physics & Astronomy Colloquium, Vanderbilt University, Nashville, TN, January 2020.

J. Watkins. (2019). Invited Panelist in S. Guzey & S. Purzer (Chairs), Integrating Science and Engineering with a Focus on Evidence of Student Learning. Panel at National Association of Research on Science Teaching Annual Meeting, Baltimore, MD, April 2019.

3 J. Watkins. (2018). “From uncertainty to sense-making: How classroom communities enter into collective scientific pursuits.” Peabody College, Vanderbilt University, Nashville, TN, February 2018.

J. Watkins. (2018). “From uncertainty to sense-making: How classroom communities enter into collective scientific pursuits.” Graduate School of Education, University of Pittsburgh, Pittsburgh, PA, January 2018.

J. Watkins. (2017). “From uncertainty to sense-making: How classroom communities enter into collective scientific pursuits.” Graduate School of Education, University of California, Berkeley, CA, December 2017.

J. Watkins. (2017). “From uncertainty to sense-making: How learning communities enter into meaningful scientific pursuits.” Department of Education, Villanova University, Villanova, PA, November 2017.

J. Watkins. (2017). “Problematizing as a scientific endeavor.” Smith College Physics Seminar, Wellesley, MA, October 2017.

J. Watkins. (2016). “Using video to examine student learning in science.” Wellesley Undergraduate Research Seminar, Wellesley, MA, June 2016.

J. Watkins. (2015). “Examining learners’ engagement and progress in authentic scientific practice.” Boston University School of Education Seminar, Boston, MA, February 2015.

J. Watkins. (2011). “Unpacking the integration of math, physics, and biology in the undergraduate curriculum.” George Mason University Physics Colloquium, Fairfax, VA, March 2011.

J. Watkins. (2011). “Use of mathematics and physics in biology.” American Association of Physics Teachers Winter Meeting, Jacksonville, FL, January 2011.

T. J. Cooke and J. Watkins. (2011). “Using physics in biology classes.” American Association of Physics Teachers Winter Meeting, Jacksonville, FL, January 2011.

CONFERENCE PAPERS AND PRESENTATIONS

Watkins, J., Portsmore, M., and Swanson, R. (2019). “Transformations in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education.” Paper presented at American Society of Engineering Education Annual Conference, Tampa, FL, June 2019.

Portsmore, M., Watkins, J., and Swanson, R. (2019). “Engaging teachers in authentic engineering design tasks to refine their disciplinary understandings.” Poster presented at American Society of Engineering Education Annual Conference, Tampa, FL, June 2019.

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Portsmore, M., Milto, E., and Watkins J. (2019). “Novel Engineering: Integrating Engineering and Literacy.” In D. Siegel (Chair), Weaving stories into STEM learning.Poster Symposium presented at American Educational Research Association Annual Meeting, Toronto, CA, April 2019.

Watkins, J., Portsmore, M., and Kim, Y. (2019). “Teacher noticing in online video discussions of students’ engineering.” In J. Watkins and K. Wendell (Chairs), Examining teacher learning of pedagogical reasoning and practices to support elementary engineering design. Paper presented at National Association for Research in Science Teaching Annual Meeting, Baltimore, MD, March 2019.

Watkins, J. and Manz, E. (2018). “Examining how classroom communities take up uncertainty for scientific sense-making.” In S. Heredia (Chair), Exploring Supports for Teachers and Students to Engage with Productive Uncertainty in Science Activity. Paper presented at National Association for Research in Science Teaching Annual Meeting, Atlanta, GA, March 2018.

Jaber, L., Watkins, J., and Dini, V. (2018). “Examining how responsive teaching supports scientific inquiry in an online learning environment.” In C. Haverly and C. Scharz (Chairs), Approaches for Studying Equitable and Responsive Science Teaching. Paper presented at National Association for Research in Science Teaching Annual Meeting, Atlanta, GA, March 2018.

Watkins, J. and Manz, E. (2017). “Characterizing how teachers and students respond to uncertainty to support students’ scientific activity.” In J. Watkins (Chair), Examining Uncertainty as a Construct for Promoting Meaningful Scientific Engagement. Poster Symposium presented at American Educational Research Association Annual Meeting, San Antonio, TX, April 2017.

Watkins, J., Hammer, D., Radoff, J., and Phillips, A. M. (2017). “What contributes to students’ doing science in classrooms.” In S. B. Nolen and E. A. Forman (Chairs), A Cross-Disciplinary Conversation about Productive Disciplinary Engagement. Symposium presented at American Educational Research Association Annual Meeting, San Antonio, TX, April 2017.

Phillips, A. M., Watkins, J., and Hammer, D. (2017). “Students' agency in identifying and articulating problems.” In D. Keifert and C. Krist (Organizers), Epistemic Agency as a Members' Experience. Symposium presented at American Educational Research Association Annual Meeting, San Antonio, TX, April 2017.

Phillips, A. M., Watkins, J., and Hammer, D. (2017). "Problematizing as a scientific endeavour." Talk presented at Limerick Symposium on the Nature of Science in Science Education: Recent Debates and Future Directions, Limerick, Ireland.

Watkins, J. (2016). “Data-based conjectures for supporting responsive teaching in engineering.” Paper presented at P-12 Engineering and Design Education Research Summit, Chicago, IL, August 2016.

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Watkins, J. and Wendell, K. (2016). “Using video cases to notice and interpret student thinking in engineering design.” Session presented at P-12 Engineering and Design Education Research Summit, Chicago, IL, August 2016.

Phillips, A. M., Watkins, J., and Hammer, D. (2016). “Articulating Problems.” In L. Atkins Elliott and A. Little (Organizers), Iteration, Ownership, and Emotions: Examining How Classroom Experiences in Physics Move Outside the Classroom. Symposium conducted at Physics Education Research Conference, Sacramento, CA, July 2016.

Wendell, K. B., Watkins, J., and Johnson, A. (2016). “Noticing, assessing, and responding to students’ engineering: Exploring a responsive teaching approach to engineering design.” Paper presented at American Society of Engineering Education Annual Conference, New Orleans, LA, June 2016.

Johnson, A., Wendell, K. B., and Watkins, J. (2016). “Dimensions of experienced responsive teaching in engineering.” Paper presented at American Society of Engineering Education Annual Conference, New Orleans, LA, June 2016. *Honorable Mention for Best Paper for the Pre-College Engineering Education Division

Watkins, J. and Hammer, D. (2016). “The importance of ‘not understanding’ for students’ scientific engagement.” Paper presented at American Educational Research Association Annual Meeting, Washington, DC, April 2016.

McCormick, M. and Watkins, J. (2016). “Dynamic engagements in ‘open-problem’ engineering design.” Paper presented at American Educational Research Association Annual Meeting, Washington, DC, April 2016.

Phillips, A. M., Watkins, J., Radoff, J., Jaber, L., and Hammer, D. (2016). “The epistemic discourse of problematizing.” In R. Zimmerman, C. A. Chinn and R. G. Duncan (Chairs), Following the thread from planning to high quality discourse about science. Poster Symposium conducted at American Educational Research Association Annual Meeting, Washington, DC, April 2016.

Watkins, J., Jaber, L., Radoff, J., and Phillips, A. M. (2016). “Students doing science: Case studies of disciplinary engagement.” Symposium presented at National Association of Research in Science Teaching Annual Meeting, Baltimore, MD, April 2016.

Watkins, J., Jaber, L., and Hammer, D. (2015). “Coordinating disciplinary practices in reasoning about water evaporation.” Paper presented at National Association of Research in Science Teaching Annual Meeting, Chicago, IL, April 2015.

Jaber, L., Watkins, J. and Hammer, D. (2015). “Navigating disciplinary practices in a scientific pursuit.” Paper presented at American Educational Research Association Annual Meeting, Chicago, IL, April 2015.

6 Phillips, A. M., Watkins, J., and Hammer, D. (2014). “An episode of disciplinary engagement during an interactive lecture.” Poster presented at Physics Education Research Conference, Minneapolis, MN, July 2014

Watkins, J., Spencer, K., Hammer, D. and Portsmore, M. (2013). “Students problem scoping with the use of narrative texts.” Paper presented at American Educational Research Association Annual Meeting, San Francisco, CA, April 2013.

Watkins, J. and Turpen, C. (2012). “Examining the integration of physics equations in students’ biological reasoning.” Poster presented at Physics Education Research Conference, Philadelphia, PA, August 2012.

Dreyfus, B.W., Redish, E. F., and Watkins, J. (2011). “Students’ views of macroscopic and microscopic energy in physics and biology.” Paper presented at Physics Education Research Conference, Omaha, NE, July 2011.

Watkins, J., Turpen, C., and Coffey, J. E. (2011). “Evolutionary thinking: Weaving stories from different perspectives.” Talk presented at 41st Annual Meeting of The Jean Piaget Society, Berkeley, CA, June 2011.

Hall, K. L., Watkins, J., J. E. Coffey, Cooke, T. J., and Redish, E. F. (2011). “Examining the Impact of Student Expectations on College-level Curricular Reform.” Paper presented at American Educational Research Association Annual Meeting, New Orleans, LA, April 2011.

Watkins, J., Hall, K. L., Cooke, T. J., and Redish, E. F. (2010). “Understanding how students use physical ideas in introductory biology courses.” Poster presented at Physics Education Research Conference, Portland, OR, July 2010.

GRANTS

Developing teacher noticing in engineering in an online professional development program for in-service teachers National Science Foundation: $564,443 PI, Project Director 2017-present In this project, we examine teacher learning in an online graduate-level certificate program for in-service elementary teachers. The program focuses on developing teacher noticing in engineering, so that they can recognize and build on students’ intellectual resources for design. Our research questions ask about what teachers notice in students’ engineering, how their noticing shifts over the course of the program, and how their instructional goals change. To study teacher noticing, we ask teachers to analyze videos—both from prior projects and from their own classroom—and discuss their interpretations of students’ talk and activity. In addition to these video-based interviews, we also interview teachers about their classroom practice, analyze what videos they select from their students’ engineering, and examine their coursework to understand what features of the online program supports teachers’ learning.

7 Dynamics of student engagement and persistence in science Moore Foundation: $500,000, renewal $500,000 Co-PI, Project Director 2013-2018 The goal of this project is study moments in which we see learners engaged in doing science, that is, developing and adapting scientific practices to make sense of the world. By developing case studies and looking for patterns across them, we seek to understand what contributes to scientific engagement in classrooms and to help teachers foster this engagement. I lead the project organization, mentor graduate and postdoctoral researchers in developing case studies, facilitate participation with faculty across science departments, and work with media specialists to develop web versions of the cases for dissemination. We launched a professional development website with a series of case studies: http://studentsdoingscience.tufts.edu, with two new cases in 2017.

Integrating engineering and literacy NSF Grant 1020243: $3,260,533 Senior Personnel, 2011-2016 I helped design and lead professional development programs with elementary teachers in Novel Engineering, an approach to integrating engineering and literacy. We worked with teachers to implement engineering design challenges based on stories in popular children's literature. I studied how teachers entered into practices of responsive teaching, looking at how they attended and responded to their students’ thinking in engineering. I also led the research team in examining elementary students’ approaches to engineering design problems.

Learning progressions for scientific inquiry: A model implementation in the context of energy NSF Grant 0732233: $2,907,792 Postdoctoral Researcher, 2012-2013 I studied teachers’ progress in summer professional development workshops, looking at how they engaged in and talked about science inquiry.

The physics of life: Interdisciplinary education at the introductory level, NSF Grant 0919816: $315,515 Postdoctoral Researcher, 2010-2011 This project involved curriculum development of and research on active learning modules in an introductory organismal biology course. I led the formative evaluation of these reforms, using video of students’ engagement to consult with faculty. I conducted research on students’ reasoning and practices in this learning environment.

TEACHING

Vanderbilt University Introduction to Literacies in Science Introductory course for MAT candidates, upper-level undergraduate students Instructor: fall 2018, 2019

Learning Assistant Pedagogy (Developed Course) Undergraduate course for learning assistants in BSCI1510 Instructor: fall 2019

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Science Inquiry I (Developed Course) Masters-level course for science teachers Instructor: spring 2019

Tufts University Development of Knowledge and Reasoning in Science & Engineering Education Introductory courses for MAT candidates, upper-level undergraduate and beginning graduate students Instructor: fall 2012-3, 2016-7 *In fall 2016 & 2017, nominated for “Best Course” by a graduating senior

Equity and Education in STEM (Developed Course) Reading “lab” for undergraduate STEM majors and STS students Instructor: fall 2017

Elementary STEM module Science inquiry workshop for elementary MAT candidates Co-instructor: summer 2013, 2014, & 2016

Teaching and Learning Engineering I Online graduate certificate course for in-service teachers Instructor: spring 2016-7

Seeing Student Thinking in STEM Education course for undergraduate and graduate students Instructor: spring 2014

University of Maryland Inquiry into Physics Science inquiry course for elementary education majors Instructor, spring 2011

Introductory Physics for Life Sciences Teaching Assistant (volunteer), fall 2010

Harvard University Quantitative Reasoning: Bits Teaching Assistant, spring 2007

Derek Bok Center for Teaching and Learning Departmental Teaching Fellow and Consultant, June 2007 – December 2009

Cambridge Rindge and Latin School 9th grade physics GK-12 Teaching Fellow, 2004-5 school year

9 Summerbridge San Francisco Marine Biology Teacher, summer 2001

ADVISING

Vanderbilt University PhD students Natalie DeLucca, primary advisor

Tufts University PhD students Karen Miel, qualifying paper co-advisor Jennifer Radoff, dissertation committee member Anna Phillips, qualifying committee member Elise Dietrick, qualifying paper reader

Undergraduate thesis advisor Mary Sypek, 2012-13 Thesis title: Investigating student epistemologies in Physics 11 at Tufts University

SERVICE

Learning Assistant Program, Department of Biological Sciences Vanderbilt University Co-founder, 2019-present

Search Committee for Full Professor in Science Education Vanderbilt University Member, 2019-2020

FirstVU Mentorship Program Vanderbilt University Mentor, 2019-present

Center for Science Outreach Planning Committee, Peabody College Vanderbilt University Member, 2018-present

Russell G. Hamilton Committee, Department of Teaching and Learning Vanderbilt University Member, 2019-present

Science Club for Girls, Cambridge, MA Member, Program Committee, 2016-2018

Master of Arts in Teaching Program Committee, Tufts University Member, 2012-2014, 2016-present

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Future of Education Forum, Tufts University Panelist, spring 2017

CEEO Research Seminar, Tufts University Organizer, spring 2013

Physics Education Research Conference “Cultural perspectives on learners’ performance and identity in physics.” Co-organizer, August 2012

Research Experience for Teachers Teacher mentor, summer 2008

American Association of Physics Teachers New Faculty Workshop Speaker and Facilitator, 2004 –2007

Journal Reviewer Science Education Science & Education Journal of Engineering Education Journal of the Learning Sciences American Journal of Physics Physical Review Special Topics–PER Life Sciences Education—Cell Biology Education Journal of Pre-College Engineering Education Research

Grant and Conference Reviewer National Science Foundation panelist American Society of Engineering Education American Educational Research Association

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