Michelle Jordan

Assoc Professor
Faculty
TEMPE Campus
Mailcode
5411
Assoc Professor
Faculty
TEMPE Campus
Mailcode
5411
Associate Professor
Faculty
TEMPE Campus
Mailcode
5411
Assoc Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

Michelle E. Jordan's interdisciplinary research agenda focuses on peer interaction during the creative collaboration between students, students, and teachers, or members of work teams in formal and informal learning contexts. She examines how peers experience, express and manage uncertainty as they engage in collaborative problem-solving. Professor Jordan is particularly interested in the roles that sense-making and improvisation play in collaborative learning, with individuals and groups taking actions and making interpretations as they collectively design solutions to complex problems. Her scholarship is grounded in notions of learning as a social process, influenced by complexity theories, sociocultural theories, sociolinguistics, and the learning sciences.

Professor Jordan was the recipient of the Mary Lou Fulton Teachers College 2016: Outstanding Promising Research Scholar Award. She is currently the education director of QESST, an National Science Foundation (NSF) Solar Engineering Research Center. She is researching how middle school students navigate communication challenges during collaborative engineering design projects. She and her eighth-grade science teacher colleague are using a design-based approach to investigate the role of a peer observer in helping team members increase awareness and improve how they negotiate peer interaction associated with the task and social aspects of engineering design.

Education

  • Ph.D., Educational Psychology (Learning, Cognition, and Motivation), University of Texas-Austin 2010. Dissertation: Managing Uncertainty through Peer Discourse during Collaborative Design Tasks.
  • Master's degree. Music Education, Texas State University 2001
  • Bachelor's degree. Music Education (honors), University of Colorado-Boulder 1993

Research Interests

Guiding Research Questions:

  • How can every K-12 student become a creative collaborator?  
  • How do learners manage uncertainty during collaborative design projects? 
  • How can teacher preparation programs support pre-service teachers as collaborative designers of learning environments? 

Current Research Projects:

Jordan is researching how middle school students navigate communication challenges during collaborative engineering design projects. Along with her eighth-grade science teacher colleague, they are using a design-based approach to investigate the role of a peer observer in helping team members increase awareness and improve how they negotiate peer interaction associated with task and social aspects of engineering design. 

As a teacher educator, Jordan is interested in understanding how pre-service teachers learn to collaborate as professional colleagues. Using mixed-methods study, Jordan worked with a team to analyze surveys, interviews, artifacts, and observations of pre-service work-groups designing instructional projects in order to identify high-quality discourse and the beliefs that foster such discourse. 

Interested in understanding opportunities of creative, entrepreneurial and design-based environments for learning, Jordan and colleagues observed and interviewed participants in an intensive three-day workshop as they developed a startup company in multi-disciplinary teams. This qualitative case study aimed to understand how ideas and experiences evolved during and through the design thinking process.  

Publications

Jordan, M. E. (2015). Extra! Extra! Read all about it: Interactive read-alouds of a dynamic text with real-time local information. Elementary School Journal, 15(3), 358-383. doi:10.1086/680174 

Jordan, M. E. & McDaniel, R. (2014). Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity. Journal of the Learning Sciences, 23(4), 490-536. doi: 10.1080/10508406.2014.896254

Jordan, M. E., Cheng, A. J., & the D-Team (2014). “I guess my question is”: What is the co-occurrence of uncertainty and learning in computer-mediated discourse? International Journal of Computer-Supported Collaborative Learning, 9(4), 451-475. doi:10.1007/s11412-014-9203-x

Courses

Fall 2018
Course NumberCourse Title
DCI 790Reading and Conference
EDT 790Reading and Conference
EDP 799Dissertation
Spring 2018
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
LSE 542Research Methods Learning Sci
DCI 790Reading and Conference
EDP 792Research
DCI 792Research
EDP 799Dissertation
Fall 2017
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
TEL 703Innovation-Teaching&Learning
EDT 790Reading and Conference
DCI 790Reading and Conference
EDP 799Dissertation
Spring 2017
Course NumberCourse Title
DCI 691Seminar
DCI 790Reading and Conference
EDP 792Research
TEL 799Dissertation
EDP 799Dissertation
Fall 2016
Course NumberCourse Title
TEL 703Innovation-Teaching&Learning
DCI 790Reading and Conference
EDT 790Reading and Conference
TEL 799Dissertation
EDP 799Dissertation
Spring 2016
Course NumberCourse Title
TEL 703Innovation-Teaching&Learning
DCI 790Reading and Conference
EDP 792Research
TEL 792Research
EDP 799Dissertation
Fall 2015
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
EDT 790Reading and Conference
DCI 790Reading and Conference
TEL 792Research
EDP 799Dissertation
Spring 2015
Course NumberCourse Title
TEL 215Intro to Child&Adolescent Dev
EDP 311Ed Psych for Future Teachers
DCI 790Reading and Conference
EDP 792Research
Fall 2014
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
TEL 703Innovation-Teaching&Learning
EDT 790Reading and Conference
DCI 790Reading and Conference
Spring 2014
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
Fall 2013
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
DCI 790Reading and Conference