Lori Andersen 1776 University Avenue Castle Memorial 116 Honolulu, HI 96822 (808) 956-6257 [email protected] EDUCATION 2013 Ph.D., William & Mary Specialization: Educational Policy, Planning, and Leadership; Gifted Education; Science Education; Quantatative Methods Dissertation: Expectancy-value classes as predictors of science, technology, engineering, and mathematics (STEM) occupational choice 1997 M.S.Ed., Old Dominion University Specialization: Elementary Education 1988 B.S., Long Island University Major: Physics Minor: Mathematics PROFESSIONAL EXPERIENCE 2019-Present Assistant Specialist, Curriculum Research & Development Group, University of Hawai‘i, Mānoa, Honolulu, HI 2015-2019 Associate Researcher Senior, Achievement and Assessment Institute, Accessible Teaching, Learning, and Assessment Systems (ATLAS), University of Kansas, Lawrence, KS 2013-2015 Assistant Professor, Curriculum and Instruction Kansas State University, Manhattan, KS 2010-2013 Graduate Assistant, Center for Gifted Education William & Mary, Williamsburg, VA 2005-2012 Table Leader and Exam Question Developer College Board 2006-2010 Physics Teacher, Grafton High School York County School District, Yorktown, VA 2005-2006 Physics Teacher, Chesapeake Bay Governorʻs School Tappahanock, VA Lori Andersen CV 7/2021 1 1998-2005 Physics Teacher, Virginia Beach City Public Schools Virginia Beach, VA 1986-1998 Naval Officer, U.S. Navy PUBLICATIONS Peer-reviewed Journal Articles Cross, T. L., Cross, J. R., Mammadov, S., Ward, T. J., Speirs Neumeister, K., & Andersen, L. (2018). Psychological heterogeneity among honors college students. Journal for the Education of the Gifted, 41, 242-272. https://doi.org/10.1177/0162353218781754 Andersen, L., Nash, B., & Bechard, S. (2018). Articulating the validity evidence for a science alternate assessment. Journal of Research in Science Teaching, 55, 826-848. https://doi.org/10.1002/tea.21441 Andersen, L., & Nash, B. (2016). Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students with Disabilities, 19, 1. http://scholarworks.rit.edu/jsesd/vol19/iss1/3/ Bean, N.*, Gnadt, A*., Maupin, N.*, White, S.*, & Andersen. L. (2016). Mind the gap: Using secondary data to explore disparities in STEM education. Prairie Journal of Education Research, 1, 1. http://newprairiepress.org/pjer/vol1/iss1/7/ *K-State graduate students Andersen, L., & Chen, J. A. (2016). Do high ability students disidentify with science? Science Education, 100, 1, 57-77. https://doi.org/10.1002/sce.21197 Zacharakis, J., Wang, H., Patterson, M., & Andersen. L. (2015). Using modern statistical methods to analyze demographics of ABE/GED students who transition to a community or technical college programs. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 4, 3, 5-21. Andersen, L., & Cross, T. L. (2014). Are students who have high ability in math more motivated in math and science? Roeper Review, 36, 221- 234. https://doi.org/10.1080/02783193.2014.945221 Andersen, L. (2014). Visual-spatial ability: Important to STEM, ignored in gifted education. Roeper Review, 36, 114-121. https://doi.org/10.1080/02783193.2014.884198 Andersen, L., & Ward, T. J. (2014). Expectancy-value models for the STEM persistence plans of ninth-grade, high-ability students: A comparison between Black, Hispanic, and White students. Science Education, 98, 216-242. https://doi.org/10.1002/sce.21092 Andersen, L. (2013, October). Motivating children to develop their science, technology, engineering, and mathematics (STEM) talent. Parenting for High Potential, 14-18. Andersen, L. & Raizedah, B. (2013). Implementing engineering in instructional strategies: The NASA Simulation-Based Engineering and Science Teacher Professional Development Program, Journal of Virginia Science Education, 5, 64-71. Lori Andersen CV 7/2021 2 Andersen, L. (2012, Summer). Mindsets over subject matter: How our beliefs about intelligence impact STEM talent development. Teaching for High Potential, 1. Andersen, L., & Matkins, J. J. (2011). Web 2.0 tools and the reflections of preservice secondary science teachers. Journal of Digital Learning in Teacher Education, 28, 25-36. https://doi.org/10.1080/21532974.2011.10784677 Andersen, L. (2011). Podcasts, cognitive theory, and RSS: What is the potential when used together? Journal of Educational Media and Hypermedia, 20, 61-76. https://www.learntechlib.org/p/36215/ Book Chapters Cross, T. L., Cross, J. R., & Andersen, L., (in press). Suicide and the gifted adolescent: Advice for counselors (2nd ed.), In J. R. Cross and T. L. Cross (Eds.), Handbook for school counselors serving gifted students. Waco, TX: Prufrock Press. Cross, T. L., Andersen, L., Mammadov, S., & Cross, J. R. (2018). Social and emotional development of students with gifts and talents (pp. 77-94). In J. L. Roberts, T. Ford Inman, & J. H. Robins (Eds.), Introduction to Gifted Education. Waco, TX: Prufrock Press. Cross, T. L., Cross, J. R., & Andersen L. (2017). The school-based psychosocial curriculum model (pp. 383-408). In J. Van Tassel-Baska and C. Little (Eds.), Content-based curriculum for high-ability learners (3rd ed.). Waco, TX: Prufrock Press. Cross, T. L., & Andersen, L. (2016). Depression and suicide in gifted children (pp. 79-90). In M. Neihart, S. Pfeiffer, and T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know (2nd ed.). Waco, TX, Prufrock Press. Cross, T. L., Andersen, L., & Mammadov, S. (2015). Effects of acceleration on social and emotional status of gifted students. In S. Assouline, N. Colangelo, J. Van Tassel-Baska, and A. Lupkowski-Shoplik (Eds.), A nation empowered: Evidence trumps the eXcuses holding back America’s brightest students. Iowa City, IA: University of Iowa. Washington, A., & Andersen. L. (2015). Efficacy of creativity training for gifted science students (pp. 71-86). In Demetrikopoulos, M. K. and Pecore, J. (Eds.), Interplay of creativity and giftedness in science. Netherlands: Sense Publishers. Andersen, L., & Ward, T. J. (2013). An expectancy-value model for the STEM persistence of ninth grade underrepresented minority students (pp. 59-74). In J. L. Wood and R. T. Palmer (Eds.), EXamining the role of community colleges in STEM production: A focus on underrepresented racial and ethnic minorities. New York, NY: Routledge. Andersen, L., & Cross, T. L. (2011). Suicide and the gifted adolescent: Advice for counselors (pp. 631-648), In J. R. Cross and T. L. Cross (Eds.), Handbook for school counselors serving gifted students. Waco, TX: Prufrock Press. Program Evaluations & Technical Reports Harrison, G., Andersen, L., Miller, S., Ho, K., & Miles, N. (2021). CTE comprehensive local needs assessment for Hawai‘i [150 page report]. Curriculum Research & Development Group. Lori Andersen CV 7/2021 3 Swinburne Romine, R., Andersen, L., Schuster, J., & Karvonen, M. (2018). Developing and evaluating learning map models in science: Evidence from the I-SMART project [Technical Report–32 pages]. ATLAS: University of Kansas Andersen, L. (2012, August). Simulation-Based Engineering and Science Teacher professional development program evaluation, prepared for NASA Langley, Hampton, VA. Book Reviews Andersen, L. (2013). Creating innovators: The making of young people who will change the world. Wagner, T. (2012), Roeper Review, 35, 205-206. Multimedia Instructional Materials Andersen, L. (2020, August 12). Understanding crosscutting concepts in science [Video]. YouTube. https://youtu.be/EhLwKcO5PKU Teese, R., Laws, P., & Andersen, L. (2014). Interactive Video Vignette: Newton’s Third Law. http://www.compadre.org/IVV/vignettes/newtonsThirdLaw.cfm Newsletters Andersen, L., (2020). Finding high-quality science materials. NSTA Reports. https://www.nsta.org/resources/finding-high-quality-science-materials Andersen, L. (2010, Spring). Wiki-based collaborative laboratories in a high school science classroom. Innovative Learning, 8-9. Curriculum Andersen, L., & Philippoff, J. (2021, Draft). Our phenomenal world: Grade 5 curriculum, Unit 1, 1st Draft [Teacher guide and materials (approx. 179 pages) and student materials (approx. 21 pages)]. Honolulu, HI: Curriculum Research & Development Group, University of Hawai‘i. Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (2021). Science and Nature’s Designs [Book of grades 6-8 agricultural science lessons—72 pages], Curriculum Research & Development Group. Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (2021). Science and Nature’s Designs Teacher's Guide [Book 25 pages], Curriculum Research & Development Group. Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (2021). Food and Our Island [Book of grades 3-5 agricultural science lessons—72 pages], Curriculum Research & Development Group. Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (2021). Food and Our Island Teacherʻs Guide [Book 24 pages], Curriculum Research & Development Group. Andersen, L., & Philippoff, J. (2020, April). Guiding principles for CRDG science [White paper—2 pages]. Curriculum Research & Development Group. Andersen, L., Schmidt, A.M., & Tieso, C.L. (2011). Nanosilver: Miracle or menace? A science unit for high-ability 7th and 8th grade students. Lori Andersen CV 7/2021 4 Assessment Development Accessible Teaching, Learning, & Assessment Systems. (2019, December). PS1 Learning Map Model Neighborhood Research Narratives