Christine (Groneman) Okochi is a CIRES Education and Outreach Assistant, supporting educational research. She is a former K-12 classroom teacher, having taught Science and English as a Second Language (ESL) both in the U.S. and abroad. Upon settling in Colorado in 2012, she began working as an Professional Research Assistant at the University of Colorado Boulder. She joined the CIRES Education and Outreach team in 2016, where she primarily works on the Lens on Climate Change project. Ms. Okochi first developed her love of science as an undergraduate in the Cornell Tree Ring Lab and has since earned Master’s degrees in teaching and international education development.
- M.A. International Education Development, New York University, New York, NY, 2009
- M.A. Teaching ESL, Teachers College, New York, NY, 2006
- B.A. History of Art, Independent Study in Dendrochronology, Cornell University, Ithaca, NY, 1999
- Professional Research Assistant, Education and Outreach, CIRES, University of Colorado Boulder, 2016-Present
- Professional Research Assistant, Institute of Cognitive Science (ICS), University of Colorado Boulder, 2012-2015
- Teacher, ESL, District of Columbia Public Schools, 2010-2011
- Independent Research Consultant in International Education Development, 2009-2011
- Teacher, Science and ESL, New York City Department of Education, 2003-2008
- Teacher, ESL, U.S. Peace Corps, Republic of Cape Verde, 2001-2003
- Research Aide, Aegean Dendrochronology Project, Cornell Tree Ring Lab, Cornell University, 2000-2001
Educational Research: Christine's role as education research assistant on the Lens on Climate Change project at CIRES includes qualitative data coding and analysis, synthesizing survey results, and contributing to reports and publications to disseminate project results.
Curriculum Development: As part of the Comprehension Research Group in the Institute of Cognitive Science (ICS) at CU-Boulder, Christine assisted in the development and pilot of the Boulder Reading Intervention (BRAVO) curriculum for middle school classrooms. Previous curriculum development activities include designing science curriculum for English Language Learners for a New York City middle school, with a focus on integrating language development and science content learning.
Littrell-Baez, M., Tayne, K., Leckey, E., Gold, A., Okochi, C., Wise, S., Lynds, S., Smith, L., Oonk, D. (2018): A Qualitative Approach to Understanding Lens on Climate Change Students' Perspectives on Climate Change. Paper presented at the American Evaluation Research Association, Annual Conference, New York.
Leckey, E., Littrell-Baez, M., Tayne, K., Gold, A.U., Okochi, C., Oonk, D., Smith, L., Lynds, S.E. (2017): Storytelling and Technology Combine to Create Student Engagement Around Locally Relevant Climate Change Topics ED41C-01. Presented at 2017 Fall Meeting American Geophysical Union, New Orleans, LA.
Gold, A.U., Boyd, K., Leckey, E.H., Littrell-Baez, M., Lynds, S.E., Minaya, R., Morton, A., Okochi, C., Taylor, J. (2018): How CIRES Education & Outreach can support you and broaden the impact of your science. CIRES Rendezvous, University of Colorado Boulder, May.
Littrell-Baez, M.K., Friend, A., Caccamise, D., & Okochi, C. (2015). Using retrieval practice and metacognitive skills to improve content learning. Journal of Adolescent and Adult Literacy, 58(8), 680-687. doi: 10.1002/jaal.420
Caccamise, D., Friend, A., Groneman, C., Littrell-Baez, M.K., & Kintsch, E. (2014). Teaching struggling middle school readers to comprehend informational text. In J.L. Polman et al. (Eds.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2 (pp. 1002-1006). Boulder, CO: International Society of the Learning Sciences.
Caccamise, D., Friend, A., Kintsch, E., Littrell-Baez, M.K., & Groneman, C. (2013). BRAVO: Boulder Reading Intervention: Ecology (ICS no. 2012-02). Boulder: University of Colorado, Boulder.