Shondricka Burrell

Assistant Professor
School of Education
Department of Instuction & Leadership in Education

102D Canevin Hall
Phone: 412.396.5403
burrells@duq.edu

Education:

Ph.D., Science Education, Temple University, 2018
Biography

Dr. Shondricka Burrell joined Duquesne University in 2019. As a faculty member of the Department of Instruction & Leadership, Dr. Burrell teaches undergraduate courses in science content and pedagogy as part of the Leading Teacher Program, and graduate courses in secondary science methods as part of the Woodrow Wilson Pennsylvania Teaching Fellowship program.

Research Interests

Dr. Burrell is a socio-cognitive researcher applying both quantitative and qualitative statistical methods to the study of science teaching and learning.

Areas of interest

  • Transformative learning experiences
  • Interest development
  • Self-efficacy
  • Earth science and geoscience education
  • Science for social justice
  • Educational equity
  • Environmental injustice

Honors

Graduate Commencement Speaker, Temple University College of Education, 2019

Faculty-First Look Scholar, New York University (NYU) Steinhardt, 2018-2019

Jhumki Basu Scholar, National Association for Research in Science Teaching (NARST), 2018

Community for Advancing Discovery Research in Education (CADRE) Fellow, 2017-2018

Richard C. Anderson Graduate Student Research Award for Understanding the relationship between teacher use of epistemic operations and complexity of students' explanations, National Consortium for Instruction and Cognition, 2017

Grants & Awards

INTERNAL FUNDING SOURCES

Doctoral Dissertation Completion Grant, Temple University, $11,000 stipend and course tuition (awarded August 2018)

EXTERNAL FUNDING SOURCES

Understanding transformative learning and interest development in urban place-based Earth science education, funded by the National Science Foundation, EHR NSF 16-067 Improving Graduate Student Preparedness for Entering the Workforce, Opportunities for Supplemental Support, $34,999, 1-year period [awarded June 2017; Doug Lombardi (PI)]

Towards an Urban Geoscience Pedagogy, Graduate Student Research Grant Proposal, funded by the Geological Society of America, $2422, 1-year period, (awarded April 2017)

Publications & Presentations

REFEREED JOURNAL ARTICLES

Lombardi, D., Bailey, J.M., Bickel, E.S., & Burrell, S. (2018). Scaffolding scientific thinking: Students' evaluations and judgments during Earth science knowledge construction. Contemporary Educational Psychology. doi: 10.1016/j.cedpsych.2018.06.008

Lombardi, D., Bickel, E. S., Bailey, J. M., & Burrell, S. (2018). High school students' evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science. Science Education, 102(1), 153-177. doi: 10.1002/sce.21315

Hopkins, J.D., Crones, P., Burrell, S., Bailey, J.M., & Lombardi, D. (2016). Evaluating connections between fracking and earthquakes [Special issue]. The Earth Scientist, 32(2), 23-30.

REFEREED PRESENTATIONS

Burrell, S. (2020). Supporting student interest development and transformative learning in geoscience: The testing of a socio-cognitive pedagogical model. Poster accepted for presentation at the Jhumki Basu Scholars Symposium of the 2020 National Association for Research in Science Teaching, Annual International Meeting, Portland, OR.

Burrell, S. (2019). Testing the efficacy of a place-based geoscience curriculum that embeds science content in a current environmental justice issue of water quality. Abstracts with Programs-Geological Society of America, 51(5), doi: 10.1130/abs/2019AM-3411009

Burrell, S. (2018). Use of a water-quality themed place-based, transformative learning experience to support student interest, self-efficacy, and knowledge construction. Poster presented at the Food-Energy-Water Nexus, NC-FEW Conference, May 22-23, Washington, DC

Burrell, S. (2018). Towards a geoscience pedagogy: a socio-cognitive model. Poster presented at the Graduate Student Symposium of the 2018 National Association for Research in Science Teaching, Annual International Meeting, Atlanta, GA.

Burrell, S., Lombardi, D., Bickel, E., & Bailey, J.M. (2018). Development of a model describing scientific thinking in Earth science students. Poster presented at the 2018 National Association for Research in Science Teaching, Annual International Meeting, Atlanta, GA.

Burrell, S., & Lombardi, D. (2017). Understanding the relationship between teacher use of epistemic operations and complexity of students' explanations. Poster presented at the 2017 National Consortium for Instruction and Cognition Annual Meeting, San Antonio, TX.

Note: This paper received the 2017 Richard C. Anderson Graduate Student Research Award, given to the outstanding paper submitted by a graduate student who was first author for a paper accepted to the 2017 American Education Research Association Conference or the 2017 National Consortium for Instruction and Cognition Conference.

Bailey, J.M., Lombardi, D., Bickel, E.S., & Burrell, S. (2017). Deepening high school students' knowledge about Earth science topics through scientific evaluation and plausibility reappraisal. Paper presented at the 2017 National Association for Research in Science Teaching, Annual International Meeting, San Antonio, TX.

Burrell, S., & Lombardi, D. (2017). Democracy and Earth science education: Instructional scaffolds that promote evidence-based reasoning and critical evaluation. Paper presented at the 8th New DEEL [Democratic Ethical Educational Leadership] Conference, Philadelphia, PA.

Burrell, S. (2017). Towards a geoscience pedagogy: a socio-cognitive model. Abstracts with Programs-Geological Society of America, 49(6), doi: 10.1130/abs/2017AM-308592

Nyquist, J., Kanaley, C., Burrell, S., Toran, L., Davatzes, A., & Brandt, C., (2017). A geopath- funded math mentoring initiative for retention. Abstracts with Programs-Geological Society of America, 49(6), doi: 10.1130/abs/2017AM-303857

Burrell, S. & Lombardi, D. (2016). The Critical Evaluation Task (CET) as an instructional scaffold to support evidence-based reasoning: analysis of student learning outcomes. Abstracts with Programs-Geological Society of America, 48(7).

Lombardi, D., Bickel, E.S., Burrell, S., & Bailey, J.M. (2016). Students' evaluations of pro and con arguments. Poster presented at the 26th Annual Meeting of the Society of Text & Discourse, Kassel, Germany.

Burrell, S., Lombardi, D., & Bailey, J.M. (2016). MEL diagrams: An instructional strategy that promotes scientific thinking and practice in Earth science students. Poster presented at the National Association for Research in Science Teaching 2016 Annual International Meeting, Baltimore, MD.

Burrell, S., Lombardi, D., Bailey, J. M., & Bickel, E. S., (2015). Implementation of the Model- Evidence Link (MEL) diagram in high school Earth science classrooms: An educational strategy that promotes critical evaluation and evidence-based reasoning. Abstracts with Programs-Geological Society of America, 47(7), 554.