- Science education research
- Climate science education
- Data science education
- Assessment and evaluation in STEM
- Open educational resources
- Test and survey instrument development
- Online learning environments
I am currently the lead instructor for the NSF sponsored HDR Earth Data Science Corps (EDSC) summer workshops and internship. This three-year program teaches core Python and fundamental earth data science (EDS) skills to learners from communities historically underrepresented in STEM. Through the EDSC we partner with two tribal colleges (Oglala Lakota College - Kyle, SD; United Tribes Technical College - Bismarck, ND), a Hispanic Serving Institution (Metropolitan State University of Denver), and the Geography Department at CU Boulder to engage students and faculty in immersive project based learning experiences, and build capacity to teach EDS at our partner institutions.
Prior to coming to CIRES/Earth Lab, I spent 10 years teaching physics, math, and environmental science at Northeast Iowa Community College located in Calmar, Iowa. While completing my PhD I also taught a bio/earth/environmental science applications course to pre-service science teachers through the College of Education at the University of Iowa.
My current research is focused on the assessment and evaluation of the HDR Earth Data Science Corps program. Using a mixed methods approach that includes development of Likert like survey instruments, along with interviews and focus groups with participating students and faculty we are able to measure growth in participants comfort and confidence with different technical and non-technical data science skills.
- Quarderer NA; Fulmer GW; Hand B; Neal TA. (Jun 2021). Unpacking the connections between 8th graders' climate literacy and epistemic cognition. Journal of Research in Science Teaching. 10.1002/tea.21717
- Anderson Quarderer N; McDermott MA. (Dec 2020). Examining Science Teacher Reflections on Argument-Based Inquiry Through a Critical Discourse Lens. Research in Science Education , 50(6), 2483-2504. 10.1007/s11165-018-9790-z