Assistant Professor, STEM Education/Science
Joshua M. Rosenberg (PhD, Michigan State University) is an assistant professor of STEM Education at the University of Tennessee, Knoxville. His research focuses on how learners think of and with data, particularly in science education settings. Dr. Rosenberg tries to understand how practices such as creating, representing, and modeling data create new opportunities for learning how to use data to pose and answer questions about scientific phenomena. In addition to how learners think of and with data, Dr. Rosenberg is also interested in student engagement across a range of STEM learning environments and the use of technology in education, particularly for teacher professional development. As a part of this work, Dr. Rosenberg makes use of quantitative methods, such as multi-level models for analyzing data collected through the experience sampling method, and newer approaches, such as social network analysis to analyze teachers’ conversations on social media.
Dr. Rosenberg teaches classes in science and STEM education, educational technology, and research methods. In his classes, Dr. Rosenberg aims to involve students in authentic practices from the field of study. For example, in teacher education classes, this plays out through giving students opportunities to both participate in as well as plan and enact activities focused upon engaging in scientific and engineering practices. In graduate-level classes, Dr. Rosenberg focuses on scholarly practices, particularly critiquing and contributing to ongoing conversations about educational policy and practice.
Dr. Rosenberg is currently undertaking research in areas related to computer science education, including the development of interest in computer science, integrating computer science into local schools, research-practice partnerships in computer science, and advancing computation grounded theory for audiovisual data from STEM classrooms.
Research Group Website: https://makingdatasciencecount.com
2018, PhD (Educational Psychology & Educational Technology), Michigan State University
2016, Graduate Certificate (Science Education), Michigan State University
2012, MA (Education), Michigan State University
2010, Teacher Licensure Program, University of North Carolina, Asheville
2010, BS (Biology), University of North Carolina, Asheville
Editorial Review Board Member, Journal of Research in Science Teaching, 2019-2022
Editorial Review Board Member, Contemporary Issues in Technology and Teacher Education (Science Education Section), 2019 - Present
Editorial Review Board Member, Journal of Research on Technology in Education, 2016 – Present
Service to the Profession
Panelist, National Science Foundation
American Educational Research Association, Division C, Section 1D: Science Program Co-Chair, 2019-2020
Member, Online Academic Programs Investment and Growth Plan ad-hoc committee
Organizer, Quantitative Methods Research Group
VolsTeach major ad-hoc committee
Service to the Community
Select Workshops and Outreach
Rosenberg, J.M. (September, 2019). An introduction to data science in education using R. Workshop at Middle Tennessee State University. Middle Tennessee State University, Murfreesboro, TN.
Rosenberg, J. M. (2019, June). The use of mixed effects models for analyzing complex data. Presentation for the KnoxData group, Knoxville, TN.
Rosenberg, J. M. (2019, May). Working with data in education: Using data and supporting students to use data. Workshop carried out for teachers at Knoxville Jewish Day School.
Anderson, D. J., and Rosenberg, J. M. (2019, April). Transparent and reproducible research with R. Workshop carried out at the Annual Meeting of the American Educational Research Association, Toronto, Canada.
American Educational Research Association
International Society of the Learning Sciences
National Association for Research in Science Teaching
Nb. Please see Dr. Rosenberg's personal website to access pre-prints for most of his publications.
Bovee, E. A., Estrellado, R. A., Motsipak, J., Rosenberg, J. M., & Velásquez, I. C. (under contract). Data science in education using R. London, England: Routledge. Nb. All authors contributed equally. https://github.com/data-edu/data-science-in-education
Select Journal Articles
Blondel, D. V., Sansone, A., Rosenberg, J. M., Yang, B. W., Linennbrink-Garcia, L., & Schwarz-Bloom, R. D. (2019). Development of an online experiment platform (Rex) for high school biology. Journal of Formative Design for Learning, 3(1) 62-81. https://link.springer.com/article/10.1007/s41686-019-00030-5
Henriksen, D., Mehta, R. & Rosenberg, J. (2019). Supporting a creatively focused technology fluent mindset among educators: survey results from a five-year inquiry into teachers’ confidence in using technology. Journal of Technology and Teacher Education, 27(1), 63-95. https://www.learntechlib.org/primary/p/184724/
Rosenberg, J. M., & Lawson, M. J. (2019). An investigation of students’ use of a computational science simulation in an online high school physics class. Education Sciences, 9(49), 1-19. https://www.mdpi.com/2227-7102/9/1/49
Rosenberg, J. M., Beymer, P. N., Anderson, D. J., & Schmidt, J. A. (2018). tidyLPA: An R package to easily carry out Latent Profile Analysis (LPA) using open-source or commercial software. Journal of Open Source Software, 3(30), 978.
Beymer, P. N., Rosenberg, J. M., Schmidt, J. A., & Naftzger, N. (2018). Examining relationships between choice, affect, and engagement in out-of-school time STEM programs. Journal of Youth and Adolescence, 47(6), 1178-1191
Schmidt, J. A., Rosenberg, J. M., & Beymer, P. (2018). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19-43. https://dx.doi.org/10.1002/tea.21409
Principal Investigator [PI] or Co-PI
2019-2021, PI, Understanding the development of interest in computer science: An experience sampling approach ($346,688). National Science Foundation. (National Science Foundation Grant No. 1937700)
2019-2021, Co-PI, CS for Appalachia: A research-practice partnership for integrating computer science into East Tennessee schools ($252,453; PI: Lynn Hodge, University of Tennessee, Knoxville). National Science Foundation. (National Science Foundation Grant No. 1923509)
2019-2022, Co-PI, Advancing computational grounded theory for audiovisual data from STEM classrooms ($1,313,855; PI: Christina Krist, University of Illinois Urbana-Champaign; University of Tennessee, Knoxville subcontract: $101,469). National Science Foundation. (National Science Foundation Grant No. 1920796)
2019-2020, PI, Planting the seeds for computer science education in East Tennessee through a research-practice partnership. ($13,200). Community Engaged Research Seed Program, University of Tennessee, Knoxville
2020, Southeastern Conference (SEC) Visiting Faculty Travel Grant Program ($702)
Senior Personnel or Consultant
2019-2022, Senior Personnel, Medical entomology and geospatial analyses: Bringing innovation to teacher education and surveillance studies ($149,611; PI: Rebecca Trout Fryxell). United States Department of Agriculture - Agriculture and Food Research Initiative. (USDA Grant No. 2019-68010-29119)
2017-2020, Consultant (Statistical software development and data analysis). Profiles of science engagement: Broadening participation by understanding individual and contextual influences ($499,927; PI: Jennifer Schmidt). National Science Foundation.