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Joshua Rosenberg, PhD

Assistant Professor, STEM Education/Science


Joshua M. Rosenberg (PhD, Michigan State University) is an assistant professor of STEM education and faculty fellow at the Center for Enhancing Education in Mathematics and Sciences at the University of Tennessee, Knoxville. His research focuses on how learners think of and with data, particularly in science education settings. Professor 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, Professor 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, Professor 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. Professor Rosenberg has been awarded more than three million dollars in federal grants as principal investigator (PI) or co-PI and has published in outlets such as Journal of Research in Science Teaching, Computers & Education, and Teaching and Teacher Education.

Professor Rosenberg teaches classes in science and STEM education, educational technology, and research methods. In his classes, Professor 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, Professor Rosenberg focuses on scholarly practices, particularly critiquing and contributing to ongoing conversations about educational policy and practice. He also teaches data science and statistical methods to students in his research group and in research methods courses, with an emphasis on R.

Professional Background


Research interests: Science education, science teacher education, data science education, computer science education, computational research methods

Research Group Website:


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

Professional Service

Editorial Service

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, 2019-2021

College Service

Member, Online Academic Programs Investment and Growth Plan ad-hoc committee

Co-Organizer, Quantitative Methods Research Group

Departmental Service

VolsTeach major ad-hoc committee

Service to the Community

Co-Organizer, KnoxData

Select Workshops and Outreach

American Educational Research Association, Division C, Section 1D: Science Program Co-Chair, 2019-2021

Professional Affiliations

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.


Estrellado, R. A., Freer, E. A., Mostipak, J., Rosenberg, J. M., & Velásquez, I. C. (2020). Data science in education using R. London, England: Routledge. Nb. All authors contributed equally. 

Select Journal Articles

Rosenberg, J. M., Reid, J., Dyer, E., Koehler, M. J., Fischer, C., & McKenna, T. J. (in press). Idle chatter or compelling conversation? The potential of the social media-based #NGSSchat network as a support for science education reform efforts. Journal of Research in Science Teaching

Carpenter, J., Rosenberg, J. M., Dousay, T., Romero-Hall, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C. & Krutka, D. (advance online publication). What should teacher educators know about technology? Perspectives and self-assessments. Teaching and Teacher Education.

Schmidt, J. A., Beymer, P. N., Rosenberg, J. M., Naftzger, N. J., & Shumow, L. (advance online publication). Experiences, Activities, and personal characteristics as predictors of engagement in STEM-focused summer programs. Journal of Research in Science Teaching

Anderson, D. J., Rowley, B., Stegenga, S., Irvin, P. S., & Rosenberg, J. M. (advance online publication). Evaluating content-related validity evidence using a text-based, machine learning procedure. Educational Measurement: Issues and Practice 

Greenhalgh, S. P., Rosenberg, J. M., Koehler, M. J., Akcaoglu, M., & Staudt Willet, K. B. (2020). Identifying multiple learning spaces within a single teacher-focused Twitter hashtag. Computers & Education, 148(4).

Rosenberg, J. M., Edwards, A., & Chen, B. (2020). Getting messy with data: Tools and strategies to help students analyze and interpret complex data sources. The Science Teacher, 87(5).

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.

Rosenberg, J. M., Greenhalgh, S. P., Koehler, M. J., Hamilton, E., & Akcaoglu, M. (2016). An investigation of State Educational Twitter Hashtags (SETHs) as affinity spaces. E-Learning and Digital Media, 13(1-2), 24-44.

Rosenberg, J. M., Terry, C. A., Bell, J., Hiltz, V., & Russo, T. (2016). Design guidelines for graduate program social media use. Tech Trends, 2, 167-175.

Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47, 186-210.

External Funding

Principal Investigator (PI) or Co-PI

2020-2025, Co-I, Imagining Possibilities in Post-Secondary Education and STEMM in Rural Appalachia. ($1,208,563), National Institutes of Health

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

2020-2023, Senior Personnel, Learning analytics in STEM education research institute ($993,150; PI, Shaun Kellogg, North Carolina State University; UTK subcontract: $54,691). NSF. (NSF Grant No. 2025090)

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.


Josh Rosenberg headshot

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