Steven Zuiker

Associate Professor
Faculty
TEMPE Campus
Mailcode
1811

Biography

Steve Zuiker is an associate professor of the learning sciences in the division of educational innovation and leadership. His research is broadly based on the notion that ideas are only as important as what we can do with them. Learning environments, like school gardens and video games, as well as research findings, like scholarly journal articles, can each be both useful and used to create value in educational and local communities. Dr. Zuiker's research agenda explores how to design activities, resources, and projects that interconnect classrooms and schoolyards, digital video games and real-world activities, and ultimately, educational research and educational practice.

His scholarship and publications advance two goals related to what we can all do with ideas. First, through design-based research, he develops and improves learning and teaching systems in K-12 science education, often utilizing digital technologies. For example, environmental sensor networks in gardens and virtual environmental scenarios in video games can be tools to support students' meaningful engagement with science in a classroom, on campus, and with the local community. Second, he investigates how educational research itself is a system of learning and teaching in which research reports remain one among many means of sharing ideas and doing things with them. In this way, Dr. Zuiker considers how educational practitioners and researchers organize these systems of learning and teaching and how digital technologies can enhance the social relationships through which education stakeholders inspire and enable insight and mutual understanding.

Education

  • Ph.D. Learning Sciences, Indiana University-Bloomington
  • M.A. Educational Psychology, University of Georgia
  • B.A. Psychology, University of Illinois-Urbana-Champaign

Google Scholar

Research Interests

Guiding Research Questions:

  • How can practical connections between schools, local neighborhoods, and professional disciplinary communities enhance learning and teaching activities in science education?
  • How can educational activities inspire and enable students, educators, and researchers, respectively, to expand the reach and impact of what they learn to other settings and contexts?

Current Research Projects:

The Connected Gardening project involves elementary schools in co-designing project-based approach to gardening in schoolyards. It utilizes digital resources like wifi-enabled sensors in order to plug physical resources like soil into the internet as a means of supporting learning and teaching. Combining digital and physical infrastructure interconnects student investigations unfolding in classrooms, gardens, and local communities in order to study how ecologies sustain themselves. Systematically exploring and explaining how to grow tasty food positions the Next Generation Science Standards as tools for practical applications of scientific ideas in everyday settings. Building on the Connected Gardening project, a grant from the National Science Foundation will bring together wide-ranging practitioners and researchers in order to share their designed approaches to garden-based science teaching in the US southwest deserts and to document these approaches as a modern ecoregion almanac. Convening practitioners and researchers also underscores that insight, innovation, and impact in education remains a collective achievement co-produced and mobilized through sustained partnerships.

The Knowledge Mobilization project organizes interdisciplinary scholarship to understand and enhance the systems of knowledge exchange among researchers, practitioners, policymakers, and other education stakeholders. An initial investigation supported by Spencer Foundation demonstrated that even the contributions of three community-engaged colleges of education to systems of exchange with their geographically closest stakeholders remain fragmented and idionsyncratic but persist in spite of weak institutional support (e.g., incentives and recognition). An ongoing investigation supported by the Ewing Marion Kauffman Foundation seeks to transform these same systems of exchange in one metropolitan area. The project seeks to disrupt systems of exchange by embedding individual teaching micro-certifications in an online platform that connects individual and collective growth. The platform provides novel infrastructure for practitioners and researchers to organize practical connections around networked social interactions and relationships  Dr. Zuiker concentrates on how the design of existing and disruptive systems of exchange enable any one education stakeholder to learn from others and to share what they have learned.

Publications

SELECT PEER-REFEREED JOURNAL ARTICLES (* denotes student author)

  • Zuiker, S. J., & Riske, A. (in press). Growing garden-based learning: Mapping practical and theoretical work through design. Environmental Education Research.
  • Jordan, M., Zuiker, S. J., Wakefield, W., & De La Rosa, M. (accepted). Real work with real consequences: Enlisting community energy engineering as an approach to envisioning engineering in context. Journal of Pre-College Engineering Education Research.
  • Merritt, E., Peterson, A., Evans, S., Marston, S., & Zuiker, S. J. (2021). Learning about culture and sustainable harvesting of native plants. Science & Children, 58(4), 69-73.
  • Henrikson, D., Jordan, M., Foulger, T., Zuiker, S. J., & Mishra, P. (2020). Essential tensions in facilitating design thinking: Collective reflections. Journal of Formative Design in Learning, 4(1), 5-16. doi: 10.1007/s41686-020-00045-3
  • Zuiker, S. J., Jordan, M., & the Learning Landscapes Team. (2019). Inter-organizational design thinking in education: Joint work between learning sciences courses and a zoo education program. Open Education Studies. DOI: 10.1515/edu-2019-0001
  • Zuiker, S. J., & Anderson, K. T. (2019). Fostering peer dialogic engagement in science classrooms with an educational videogame. Research in Science Education. DOI: 10.1007/s11165-019-9842-z
  • Zuiker, S. J., Piepgrass*, N., Tefera, A., Anderson, K. T., Fischman, G., & Winn*, K. (2019). Recognizing and transforming knowledge mobilization in colleges of education. International Journal of Educational Policy & Leadership, 15(1), 1-19. DOI: 10.22230/ijepl.2018v15n1a808
  • Fischman, G., Anderson, K. T., Tefera, A., & Zuiker, S. J. (2018). If mobilizing educational research is the answer, who can afford to ask the question? An analysis of knowledge mobilization for scholarship in education. AERA Open, 4(1), 1-17. DOI: 10.1177/2332858417750133 [all authors contributed equally]
  • McMullen, S., Winkler, F., & Zuiker, S. J. (2018). Gardens, machines, and education. Leonardo, 51(3), 296-297. DOI: 10.1162/LEON_a_01531 [all authors contributed equally]
  • Zuiker, S. J., Anderson, K., Jordan, M., & Stewart*, O. (2016). Complementary lenses: Using theories of situativity and complexity to understand collaborative learning as systems-level social activity. Learning, Culture, & Social Interaction, 9, 80-94. DOI: 10.1016/j.lcsi.2016.02.003
  • Zuiker, S. J., & Wright*, K. (2015). Learning in and beyond school gardens with cyber-physical systems. Interactive Learning Environments, 23 (5), 556-577. doi:10.1080/10494820.2015.1063512
  • Zuiker, S. J., & Whitaker, J. R. (2014). Refining inquiry with multi-form assessment: Formative and summative assessment functions for flexible inquiry. International Journal of Science Education, 36(6), 1037-1059. doi: 10.1080/09500693.2013.834489
  • Zuiker, S. J. (2012). Educational virtual environments as a lens for supporting and understanding both precise repeatability and specific variation in classroom learning. British Journal of Educational Technology, 43(6), 981-992. doi:10.1111/j.1467-8535.2011.01266.x 
  • Hickey, D. T., & Zuiker, S. J. (2012). Multi-level assessment for discourse, understanding, and achievement. Journal of the Learning Sciences, 21(4), 522-582. doi: 10.1080/10508406.2011.652320 
  • Barab, S. A., Zuiker, S. J., Warren, S., Hickey, D. T., Ingram-Goble, A., Kwon, E. J., Kouper, I., & Herring, S. (2007). Situationally embodied curriculum: Relating formalisms and contexts. Science Education, 91 (5), 750-782. doi: 10.1002/sce.20217

EDITOR-REFEREED BOOK CHAPTERS

  • Zuiker, S. J., Piepgrass*, N., & Evans*, M. D. (2017). Expanding approaches to design research from researcher “ego-systems” to stakeholder ecosystems. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.) Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy. New York: Springer. DOI: 10.1007/978-3-319-17727-4_74-1
  • Zuiker, S. J., & Jan, M. (2012). A cultural analysis of game-based learning for collective conceptual evolution. In C. B. Lee & D. Jonassen (Eds.), Fostering conceptual change with technology: Asian perspectives (pp. 225-260). Singapore: Cengage Learning Asia.

Research Activity

  • Honsberg, C. Jordan, M., Zuiker, S. J., Bowden, S., & Miller, C. (2021). Urban Energy Engineering: Research Experiences and Mentorship for High School Scholars Leading Community Solar Energy Innovation. National Science Foundation ERC Supplement Award.
  • Jordan, M., Zuiker, S. J., & Miller, C. (2020-2021). Co-Developing Community Energy Engineering After-School Programing with Latinx Youth. Spencer Foundation Small Grant 202000196.
  • Zuiker, S. J., Merritt, E., and Marston, S. (2019-2020). The school gardeners' southwest desert almanac: A conference for supporting, sustaining, and spreading garden-based science teaching. National Science Foundation EHR-DRK12 Award 1908886.
  • Barab, S., Zuiker, S. J., & Barab, A. (2019-2020). Supporting the development of digital learning modules and an online micro-certificate to attract and develop new and early-career teachers for public district and charter schools across the Kansas City region. Ewing Marion Kauffman Foundation.
  • Fischman, G., Zuiker, S. J., Teferas, A., & Anderson, K. T. (2014-2016). For whom and to what end is educational research ultimately directed: An analysis of knowledge mobilization strategies. Spencer Foundation Organizational Learning Grant 10003022.

Courses

Spring 2021
Course Number Course Title
LSE 570 Case Exemplars Learning Systms
LSE 599 Thesis
DCI 691 Seminar
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Fall 2020
Course Number Course Title
TEL 215 Intro to Child&Adolescent Dev
EDT 584 Internship
LSE 591 Seminar
LSE 599 Thesis
EDT 690 Reading and Conference
DCI 790 Reading and Conference
DCI 792 Research
EDT 799 Dissertation
Summer 2020
Course Number Course Title
EDP 540 LearningTheories&InstrctStratg
EDT 580 Practicum
EDT 584 Internship
Spring 2020
Course Number Course Title
EDP 310 Ed Psychology for Non-Teachers
LSE 570 Case Exemplars Learning Systms
EDT 590 Reading and Conference
DCI 590 Reading and Conference
LSE 599 Thesis
EDT 684 Internship
EDT 780 Practicum
EDT 784 Internship
DCI 790 Reading and Conference
EDT 790 Reading and Conference
DCI 792 Research
EDT 792 Research
DCI 799 Dissertation
EDT 799 Dissertation
Fall 2019
Course Number Course Title
LSE 571 History of Learning Sciences
EDT 584 Internship
LSE 591 Seminar
LSE 599 Thesis
EDT 690 Reading and Conference
DCI 790 Reading and Conference
DCI 792 Research
EDT 799 Dissertation
Summer 2019
Course Number Course Title
EDT 580 Practicum
EDT 584 Internship
Spring 2019
Course Number Course Title
EDT 590 Reading and Conference
LSE 593 Applied Project
LSE 599 Thesis
EDT 684 Internship
DCI 691 Seminar
EDT 780 Practicum
EDT 784 Internship
DCI 790 Reading and Conference
EDT 790 Reading and Conference
DCI 792 Research
EDT 792 Research
DCI 799 Dissertation
EDT 799 Dissertation
Fall 2018
Course Number Course Title
TEL 313 Technology Educational Setting
EDT 584 Internship
LSE 591 Seminar
LSE 599 Thesis
EDT 690 Reading and Conference
DCI 790 Reading and Conference
DCI 792 Research
EDT 799 Dissertation
Summer 2018
Course Number Course Title
EDP 540 LearningTheories&InstrctStratg
EDT 580 Practicum
EDT 584 Internship
Spring 2018
Course Number Course Title
TEL 313 Technology Educational Setting
LSE 570 Case Exemplars Learning Systms
EDT 590 Reading and Conference
LSE 593 Applied Project
LSE 599 Thesis
EDT 684 Internship
EDT 780 Practicum
EDT 784 Internship
DCI 790 Reading and Conference
EDT 790 Reading and Conference
EDT 792 Research
DCI 792 Research
EDT 799 Dissertation
DCI 799 Dissertation
Fall 2017
Course Number Course Title
TEL 313 Technology Educational Setting
EDT 584 Internship
LSE 591 Seminar
LSE 593 Applied Project
LSE 599 Thesis
EDT 690 Reading and Conference
DCI 790 Reading and Conference
DCI 792 Research
EDT 799 Dissertation
Summer 2017
Course Number Course Title
EDP 540 LearningTheories&InstrctStratg
EDT 580 Practicum
EDT 584 Internship
Spring 2017
Course Number Course Title
TEL 504 Learning and Instruction
LSE 570 Case Exemplars Learning Systms
EDT 590 Reading and Conference
EDT 684 Internship
EDT 780 Practicum
EDT 784 Internship
DCI 790 Reading and Conference
EDT 790 Reading and Conference
DCI 792 Research
EDT 792 Research
EDT 799 Dissertation
DCI 799 Dissertation
Fall 2016
Course Number Course Title
EDP 540 Theoretical Views of Learning
EDT 584 Internship
LSE 591 Seminar
EDT 690 Reading and Conference
DCI 790 Reading and Conference
DCI 792 Research
EDT 799 Dissertation
Summer 2016
Course Number Course Title
EDT 545 Using the Internet in Educ
EDT 580 Practicum
EDT 584 Internship

Honors/Awards

2010    Best Paper Award, 4th IEEE International Conference on Digital Ecosystems and Technologies
2008    Best Paper Nomination, International Conference of the Learning Sciences
2006    Reviewer of the Year Award, Educational Researcher.

 

Editorships

  • Editorial Board Member for the International Journal of Educational Policy & Leadership
  • Editorial Board Member for the Journal of Research on Technology in Education

Professional Associations

  • American Educational Research Association (aera.net)
  • Arizona Educational Research Organization (azedresearch.org)
  • International Society of the Learning Science (isls.org)

Service

  • Board Member, Arizona Educational Research Organization

 

 

Graduate Faculties / Mentoring History

DISSERTATION CO-CHAIR

  • Tome Martinez. Educational Technology PhD Program. (Graduated 2019)
  • James Thomas. Educational Technology PhD Program. (Graduated 2017)

DISSERTATION COMMITTEE MEMBER

  • Niels Piepgrass. Educational Policy & Evaluation PhD Program.
  • Cori Lomonte. Educational Leadership & Innovation EdD Program.  (Graduated 2019)
  • Priyanka Parekh. Learning, Literacies, & Technology PhD program. (Graduated 2018)
  • Jennifer Vargas Wright. Educational Technology PhD Program.  (Graduated 2018)
  • Dianna Lippincott. Educational Leadership & Innovation EdD Program. (Graduated 2017)

STUDENT RESEARCH COLLABORATORS 

  • Amanda Riske. Learning, Literacies, & Technology PhD program.
  • Niels Piepgrass. Educational Policy & Evaluation PhD Program.
  • Kevin Winn. Educational Policy & Evaluation PhD Program.
  • Catharyn Crane. Learning, Literacies, & Technology PhD program. (Graduated 2018)
  • Dani Kachorsky. Learning, Literacies, & Technology PhD program. (Graduated 2018)
  • Priyanka Parekh. Learning, Literacies, & Technology PhD program. (Graduated 2018)
  • ChristiAnne Stephens. Educational Technology PhD Program. (Graduated 2018)
  • Kyle Wright. Educational Technology PhD Program. (Graduated 2017)
  • Anna Cirrell. Learning, Literacies, & Technology PhD program. (Graduated 2017)
  • Lori Talarico. Learning, Literacies, & Technology PhD program. (ABD)