curriculum vita jennifer g. cromley, ph.d. · 2020-01-13 · curriculum vita jennifer g. cromley,...

JENNIFER G. CROMLEY, Ph.D. of 43

CURRICULUM VITA JENNIFER G. CROMLEY, Ph.D. Professor Department of Educational Psychology College of Education University of Illinois Urbana-Champaign 188U Education Building 1310 S. Sixth St., MC-708 Champaign, IL 61820

June, 2019 ph: (217) 333-2245 (Office) (215) 307-7914 (Cell) e-mail: [email protected] ORCID ID: 0000-0002-6479-9080

Dissertation Title: Reading Comprehension Component Processes in Early Adolescence Chair, Roger Azevedo, Ph.D. POSITIONS HELD 2018-present Professor, Educational Psychology Univ of IL Urbana-Champaign College of Education 2014-2018 Associate Professor, Educational Psychology Univ of IL Urbana-Champaign College of Education 2011-2014 Associate Professor, Psychological Studies Temple University in Education College of Education 2005-2011 Assistant Professor, Psychological Studies Temple University in Education College of Education EDUCATION

B.A., Special Divisional Major—Work Studies (Summa Cum Laude and Distinction in the Major) Yale University, 1986 Ph.D., Human Development Specialization in Educational Psychology University of Maryland College Park, May, 2005 Certificate in Educational Measurement and Statistics University of Maryland College Park, May, 2005

JENNIFER G. CROMLEY, Ph.D. of 43 EDUCATIONAL EXPERIENCES University of Maryland, College Park

Date Position 2004-2005 Graduate Research Assistant (Hourly), Cognition and Technology

Laboratory 2000-2004 Graduate Research Assistant, Cognition and Technology Laboratory

2003-2004 Graduate Lecturer (Teaching Assistant), EDHD 425, Language Development and Reading Acquisition

January, 2001-Summer, 2002

Graduate Research Assistant (Hourly), Concept Oriented Reading Instruction Project

Summer, 2002 – Spring, 2003

Graduate Research Assistant (Hourly), Professional Development Schools Survey Project

January 2001-Summer, 2002

Graduate Research Assistant (Hourly), Building Learning With Technology Project

Fall, 2001 Fall, 2002

Graduate Teaching Assistant, EDHD420, Cognitive Development

Spring, 2001 Graduate Teaching Assistant EDHD460, Educational Psychology

PROFESSIONAL EXPERIENCES 2005 (Summer), Department of Human Development, University of Maryland College Park, Instructor, EDHD460, Educational Psychology. 2004 (Summer), International Reading Association, site coordinator for DC site, Teacher Education Task Force, literature review of teacher education in reading. 2001 (Summer), RAND, Arlington, VA, tracked references cited for Reading for Understanding: Towards an R&D Program in Reading Comprehension. 2001 (Summer), National Institute for Literacy, Washington, DC, assisted with organizing and conducting expert panel on Adult and Family Literacy (with NICHD). 1999-2001, National Institute for Literacy, Washington, DC, Federal Government Grant Officer, Literacy Leader Fellowship Program. 1995-1998, Academy of Hope, Washington, DC, Evening GED Program Coordinator and Volunteer Coordinator. Taught and/or tutored in pre-GED and GED reading, literature, science, social studies, math, writing, and basic computer skills (Windows, Word, and Excel). Coordinated family literacy strand of GED program, summer 1996.

JENNIFER G. CROMLEY, Ph.D. of 43 1991-1995, Hazardous Materials Project, Occupational Health and Safety Department, SEIU Education & Support Fund, Washington, DC, Curriculum Developer/Eastern Region Training Coordinator. Researched, wrote, and laid out training manuals on occupational health and safety. Conducted focus groups among learners to identify key health and safety concerns for manuals. Designed and delivered participatory training programs on hazardous waste response and confined space safety using adult education methods. Recruited, trained, and mentored peer trainers

1989-1991, Alice Hamilton Occupational Health Center, Wash., DC, Health and Safety Trainer. Designed and wrote the first easy-to-read EPA model Asbestos Worker Training curriculum and train-the-trainer materials using learner-centered adult education methods. Trained workers across the country in asbestos abatement and train-the-trainer programs.

1988, Peter Hart Associates, Washington, DC, Coder. Coded responses to open-ended questions on polls, including political and media clients.

1986-1987, Food and Allied Service Trades Department, AFL-CIO, Washington, DC, Researcher. Gathered legal, regulatory, and business information about employers from public records and media sources.

PROFESSONAL ASSOCIATIONS

American Educational Research Association, Division C American Psychological Association, Division 15

HONOR SOCIETY MEMBERSHIP

Phi Beta Kappa, National Honor Society HONORS, AWARDS, AND RECOGNITIONS

Invited workshop member; Multi-channel, multi-modal data collection and analysis, Roger Azevedo and Gautam Biswas, PIs (NSF funded); Raleigh, NC, February 15-16 and Nashville, TN, May 17-18, 2018. Invited speaker, Learning Sciences Research Institute, University of Illinois at Chicago, October, 13, 2017. Invited speaker, CRUE Symposium on Experimental Research in Higher Education, University of Iowa, May 22, 2017 Invited speaker, Symposium on Assessing Hard-to-Measure Cognitive, Intrapersonal and Interpersonal Competencies, National Academy of Sciences, December 16, 2015 Invited panelist, PECASE Award Recipients, APA convention, August 8, 2014 Nominated for Graduate Teaching Award, Temple University College of Education, March, 2014 Award for Graduate Teaching, Temple University College of Education, April, 2012 Presidential Early Career Award for Scientists and Engineers (PECASE; Nominated by the US Department of Education), conferral of award at the White House 12/13/2010. Outstanding Paper of the Year, Association for Educational Computing and Technology, awarded to Azevedo, Moos, Greene, Winters, & Cromley (2008), AECT annual meeting, November, 2008, Orlando, FL AERA Institute on Statistical Analysis for Education Policy, May, 2008 (Competitive program: Acceptance ~ 25%) Spencer Foundation Exemplary Dissertation Award, Finalist, April, 2007, Reapplied November, 2007, not funded

JENNIFER G. CROMLEY, Ph.D. of 43 AERA Division C New Faculty Mentoring program participant, April, 2006 International Reading Association Dissertation Award, Finalist, February, 2006 AERA Division C Graduate Student Research Excellence Award, 2005 Spencer Foundation Dissertation Fellowship, August, 2004-July, 2005 Selected for a 2004-2005 American Association of University Women Dissertation Fellowship (not accepted) University of Maryland College Park, Department of Human Development, Graduate Research Award, Fall, 2003 (to support expenses of dissertation data collection) University of Maryland College Park Graduate Research Interaction Day Research Prize, April, 2003 AERA/Spencer Pre-Dissertation Fellowship, 2002-2003 University of Maryland Graduate Fellowship, 2000-2002 National Institute for Literacy, Literacy Leader Fellowship (grant), 1999 Saybrook College Fellows’ Prize, 1986 National Endowment for the Humanities Younger Scholars Fellow (grant), 1985

GRANT PROPOSALS WRITTEN Principal Investigator Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational

Intervention to Improve Chemistry Grades, ($902,312), submitted to IES, August, 2018, declined April, 2019.

Exploring multi-text, multi-modal comprehension processes ($29,995), submitted to the UIUC Campus Research Board, January, 2018, declined March 5, 2018, resubmitted March 6, 2018, funded for 8/16/2018-2/15/2020.

Inference-Making and Reasoning: Refinement of an Assessment for use in Gateway Biology Courses. Postsecondary and Adult Education, Goal Five: Measurement ($756,527), submitted to IES, August, 2015. Funded for 9/1/2016-8/31/2019.

Literature Review to Support an Integrated Theory of Multimedia Comprehension: An ECR Synthesis Proposal in STEM learning & environments ($289,753), submitted to NSF, September, 2015, declined March, 2106, resubmitted September, 2016, Funded 4/1/2017-3/31/2020.

Malleable Motivational Variables in the High-School-To-Undergraduate Transition for Students in Gateway STEM Courses: Postsecondary and Adult Education, Goal One: Exploration ($1,303,388), submitted to IES, June, 2015. Declined March, 2016. Resubmitted August, 2016, declined April, 2017. Resubmitted August, 2017, declined March, 2019.

Motivational Variables in the High-School-To-Undergraduate Transition for STEM Students: EHR CORE, Focal Area--STEM learning, Type II ($1,389,008), submitted to NSF, February, 2015, declined July, 2015, resubmitted September, 2015, declined March, 2016, resubmitted September, 2016, declined March, 2017, resubmitted January, 2019.

Motivational Variables in the High-School-To-Undergraduate Transition for Science, Technology, Engineering, and Math Students: A Pilot Study to Support a Proposal to NSF ($15,742), submitted to the UIUC Campus Research Board, October, 2015, declined November, 2015.

UIUC Equipment Funding program, Purchase of Eye Tracking Equipment to Benefit the Educational Psychology Department's Research ($43,700), awarded December, 2014.

Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades, ($1,400,000), submitted to IES, September, 2013; Funded for 8/1/2014-7/31/2019.

JENNIFER G. CROMLEY, Ph.D. of 43 Sketching and Self-Explanation for Diagram Comprehension in Math and Science: A Medium-

Sized Empirical Research Proposal to REESE, proposal submitted to NSF #DRL-1252436, July, 2012 ($768,601), funded 10/1/2013-9/30/2019.

Coordinating Multiple Representations: A Comparison of Eye Gaze Patterns of High School Students, proposal submitted to IES, September, 2011 ($906,433), funded for 7/1/2012-6/30/2016.

Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades IUSE, ($1,400,000), submitted to NSF, February, 2014, declined June 2104.

Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve STEM Grades, ($1,103,452), submitted to IES, September, 2012, declined May, 2013.

Why do Sketching and Self-Explanation Improve Diagram Comprehension in Math and Science? A Math/Science Goal 1 Proposal, ($1,117,595), submitted to IES, September, 2012, declined May, 2013.

Cognitive and Motivational Gains from Matching Chemistry Homework to Students’ Vocational Interests—A Type 1 Project, proposal submitted to NSF, May, 2011 ($197,266), declined October, 2011.

Identity Formation, Motivation, and Career Decision-Making of Engineering Students: An Empirical Research Proposal on STEM Learning in Formal Settings, proposal submitted to NSF REESE, November, 2010 ($1,109,045), not funded. Submitted to NSF REE, September, 2011, declined January, 2012.

Student-completed visual representations for improving middle-school science learning, proposal submitted to IES, June, 2009 ($919,082), not funded, resubmitted 9/16/2010, not funded.

Teaching Effective Use of Diagrammatic Reasoning in Biology, proposal submitted to National Science Foundation, Jan., 2008 ($999,535), NSF award #0815245, funded 9/15/08-8/31/13

A multimethod approach to understanding dropout from STEM gateway courses, proposal submitted to National Science Foundation, January, 2008 ($999,853), NSF award #0814901 funded for 12/1/08-11/30/13

21st Century Research and Development Center on Cognition and Science Education, proposal submitted by the Math Science Partnership of Greater Philadelphia (Cromley is PI for Temple subcontract) to Institute for Education Sciences, November, 2007 ($717,788), IES award # R305C080009, funded for 7/1/08-6/30/14

National Science Foundation CAREER award: Applied July, 2006; Reapplied July, 2007 ($808,890), not funded

Teaching Effective Use of Diagrammatic Reasoning in Biology, proposal submitted to Institute for Education Sciences, July, 2007 ($498,686), not funded

Temple University Return of Overhead Research Incentive Fund, Junior faculty program, Applied November, 2005 (not funded), April, 2006; $23,343.54 received for 7/06-10/07

College of Education Small Research Award, $240 received for Spring, 2007 NAE/Spencer Postdoctoral Fellowship, Applied November, 2005, Not funded

Co-Principal Investigator Pre-Ignition Biomass Emissions: Causes and Characterization, Tami Bond, PI, ($599,951),

funded by NSF, 9/1/2017-8/31/2019 Promoting Reading Comprehension and Learning with Multimodal Science Texts (PRISM),

Kausalai Wijekumar, Texas A&M University, PI, ($1,400,000), submitted to IES, August, 2017, declined March, 2018, resubmitted August, 2018, declined March, 2019.

JENNIFER G. CROMLEY, Ph.D. of 43 Promoting Reading Comprehension and Learning with Multimodal Science Texts (PRISM),

Kausalai Wijekumar, Texas A&M University, PI, ($1,400,000), submitted to NSF, November, 2017, declined March 2018.

Expert-novice differences in processing canonical and computational visualizations in engineering, Geoffrey Herman, PI ($1,400,000), submitted to NSF, September, 2016, declined March 2107, resubmitted September, 2017, declined March 2018.

Integrating Computational Thinking in Engineering Curricula, Dallas Trinkle, PI ($598,344), submitted to NSF, January, 2016; declined July, 2016; resubmitted January, 2017; declined May, 2017.

Exploring Middle School Students’ Self-Regulated Learning Processes in Science Problem Solving with Game-Based Learning Environments, James Lester, North Carolina State University, PI ($1,400,000), submitted to IES, August, 2016, declined May, 2017.

Systematic examination of the complex dynamic interplay between self- and externally-regulated learning during science learning: A theory-driven search for the optimal adaptive scaffolding, Roger Azevedo, PI ($1,400,000), submitted to IES, August, 2016, declined May, 2017.

Collaborative research: Does adaptive external regulation by virtual humans foster complex learning?, Roger Azevedo, PI, submitted to NSF, September, 2016. Declined December, 2016.

Studying and Assessing How Students Develop Computational Thinking, Jenny Amos, PI ($20,000), submitted to the Illinois Learning Sciences Design Initiative (ILSDI) 2015-2016 Seed Funding Program—Phase II, March, 2016, funded April, 2016-April, 2017.

EYeMapS: Engaging Youth by Practicing science and engineering with Maps for Sustainability, Charlyn (Hamil) Pearsall PI, submitted to NSF, November, 2012 ($1,199,444), declined April, 2013, resubmitted February, 2014; declined May, 2014.

Art and Science: Comparing Strategies of Statutory Research in the Computer Age, proposal submitted by Scott Burris, Beasley School of Law, to the Law Students Admissions Council research grants program ($200,000), submitted August, 2013, declined December, 2013.

REU Site: Spatial Intelligence and Learning Center (SILC) REU Program, proposal submitted by Nora Newcombe, Psychology to the National Science Foundation ($293,183), submitted August, 2011. Declined by NSF, January, 2012. Resubmitted ($287,440) August, 2012, declined. Resubmitted August, 2013; funded July, 2014 [Cromley stepped down from the project due to leaving Temple].

Reasoning and Evidenced-based Writing to Support Science Learning, Joseph Boyle PI, submitted to IES, September, 2012, declined May, 2013. Resubmitted August, 2013, declined May 2014.

The effects of music therapy on symptoms of depression: A RCT. Cheryl DiLeo, PI, submitted to National Center for Complementary and Alternative Medicine/NIH/DHHS in February, 2013, Not funded.

Milestones on the Path to College: ELL College Aspirations and Enrollment in Four-Year Colleges, proposal submitted by Yasuko Kanno, CITE to the Spencer Foundation Small Grants program, January, 2012. Declined by the Spencer Foundation, May 2012.

Network for Integrating Cognitive and Educational Sciences (NICE) Postdoctoral Research Training Grant Program, proposal submitted by Nora Newcombe, Psychology to IES ($644,695), submitted September, 2011. Declined by IES, May, 2012. Resubmitted ($683,575) September, 2012, declined May, 2013.

JENNIFER G. CROMLEY, Ph.D. of 43 Milestones on the Path to College: ELL College Aspirations and Enrollment in Four-Year Colleges,

proposal submitted by Yasuko Kanno, CITE to the AERA Research Grant program, January, 2011. Not funded.

Center on Cognition and Adult Literacy, proposal submitted by the University of Kansas (Cromley is PI for Temple subcontract) to Institute for Education Sciences, September 16, 2010 ($775,452), Not funded; Resubmitted, September, 2011; declined by IES, May 2012.

Longitudinal Design Toolkit for Education Researchers. Proposal submitted to Institute for Education Sciences, June, 2010 ($1,163,060), not funded. Resubmitted, September, 2011; declined by IES, May 2012.

English Language Learners’ Access to and Attainment in Postsecondary Education. Proposal submitted to Association for Institutional Research, January, 2009 ($39,919), AIR award #RG 09-141, funded for 6/1/09-6/30/2010.

Applying the German FAUSTLOS (“Fist-less”) Intervention with At-Risk Philadelphia Students. Co-operative proposal submitted with Drs. Lynda Price and Michael Fingerle to the TRANSCOOP program of the Alexander von Humboldt Foundation (Germany), July, 2009 (€55,000), funded for 11/1/09-6/30/12. Terminated at Price & Cromley’s request November, 2010.

Applying the German FAUSTLOS (“Fist-less”) Intervention with At-Risk Philadelphia Students. Proposal submitted for a Seed Grant to Support Temple University Faculty Research Collaborations, January, 2009 ($31,729), not funded [Special appropriation of $5,000 from the Provost for matching funds]

Adventures in Mathematics: The Bessie Coleman Project, proposal resubmitted to National Science Foundation, November, 2007 ($1,500,000), not funded

Adventures in Mathematics: The Bessie Coleman Project, proposal resubmitted to National Science Foundation, December, 2008 ($1,499,999), not funded

Math Links: Building Learning Communities to Enhance Pre-Service and Early Career Teachers’ Content Knowledge, Pedagogy, Beliefs and Efficacy in Mathematics, proposal submitted to Institute for Education Sciences, July, 2006 ($1,100,000), Not funded

Opportunities, Propensities, and Postsecondary Science Achievement, proposal submitted to National Science Foundation, May, 2006 ($844,182), Not funded

Consultant DCL: HIS Transfer and the Undergraduate STEM Pipeline at Two-year Hispanic Serving

Institutions, proposal submitted to NSF EAGER 6/2016 (Eboni Zamani-Gallaher, PI; $295,835), funded 1/15/2017 through 12/31/2019.

Infusing Cognitive Science Learning Principles into Inquiry—Based Science Curricular Units, Proposal submitted to IES 8/2014, (F. Joseph Merlino, PI), Declined May 2015.

FESD Preliminary Proposal, Type I: Physics of Induced Earthquakes (PIE), proposal submitted to NSF 2/2013 (Nicholas Davatzes, Geology, PI), Not funded.

From Novice to Expert: Cognitive Models and Best Practices for Postsecondary Education in STEM Fields, proposal submitted to NSF 11/08 (Jonna Kulikowich, PI), Not funded. Resubmitted 11/09, not funded.

Building Capacity of Mainstream Teachers to Improve the Academic Literacy of English Language Learners, proposal submitted to IES 9/08 (Aida A. Nevárez-La Torre, PI), Not funded

Black Aviation: The Leroy Homer, Jr. Project: A Context for Learning Math, Engineering, and Technology, proposal submitted to NSF ($598,618), Not funded

Adventures in Mathematics: The Bessie Coleman Project, proposal submitted to Institute for Education Sciences, May, 2006 ($500,000), Not funded

JENNIFER G. CROMLEY, Ph.D. of 43 In-Kind MARC: Minority Apprenticeship in Research Communities (for STEM students), proposal

submitted to National Science Foundation, Jacqueline C. Tanaka, PI, May, 2008 ($1,500,000), Funded

Collaborative Research: FIRE: Making Meaning from Geoscience Data: A Challenge at the Intersection of Geosciences and Cognitive Sciences, proposal submitted to the National Science Foundation, Kim A. Kastens, PI, April, 2011, Funded.

PUBLICATIONS

Refereed Articles

Perez, T., Dai, T., Kaplan, A., Cromley, J., Brooks, W., White, A., Mara, K., & Balsai, M. (2019). Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement Learning and Individual Differences, 72, 26-38. doi: 10.1016/j.lindif.2019.04.001

Cromley, J. G. (2018). Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension. Learning and Instruction, 57, 1-4. doi: 10.1016/j.learninstruc.2018.02.004

Douglas-de-Olivera, D. W., Lages, F. S., Paiva, S. M., Cromley, J. G., Robinson, P. G., & Cota, L. O. M. (2018). Cross-cultural adaptation of the Brazilian version of the dentine hypersensitivity experience questionnaire. Brazilian Oral Research, 32:e37. doi: 10.1590/1807-3107bor-2018.vol32.0037

Kimber, O., Cromley, J. G., Molnar-Kimber, K. L. (2018). Let your ideas flow: Using flow charts to convey methods and implications of the results in laboratory exercises, posters, and slide presentations. Journal of Microbiology and Biology Education, 19(1), 1-5. doi: 10.1128/jmbe.v19i1.1477

Schunn, C. D., Newcombe, N. S., Alfieri, L., Cromley, J. G., Massey, C., & Merlino, F. J. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology, 32(2), 225–240. doi: 10.1002/acp.3398

Dai, T., Van Boekel, M., Cromley, J. Nelson, F. & Fechter, T., (2018). Using think-alouds to create a better measure of biology reasoning. SAGE Research Methods Cases [online], January, 2018. doi: 10.4135/9781526437167

Zahner, W., Dai, T., Cromley, J., Wills, T., Booth, J., Shipley, T., & Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction, 49, 131-141. doi: 10.1016/j.learninstruc.2017.01.007

Cromley, J. G., Booth, J. L., Wills, T. W., Chang, B. L., Tran, N., Madeja, M., Shipley, T. F., & Zahner, W. (2017). Relation of spatial skills to calculus proficiency: A brief report. Mathematical Thinking and Learning, 19(1), 55-68. doi:10.1080/10986065.2017.1258614.

Cromley, J. G., Weisberg, S. M. Dai, T., Newcombe, N. S., Schunn, C. D., Massey, C., & Merlino, F. J. (2016). Improving middle school science learning using diagrammatic reasoning. Science Education, 100(6), 1184-1213. doi: 10.1002/sce.21241

JENNIFER G. CROMLEY, Ph.D. of 43 Chang, B. L., Tran, N., & Cromley, J. G. (2016). Varying demands for coordinating multiple

representations in a reform calculus textbook. International Journal of Science and Mathematics Education, 14(8), 1475–1497. doi: 10.1007/s10763-015-9652-3

Cromley, J. G., Perez, T., & Kaplan, A. (2016). Undergraduate STEM achievement and retention: Cognitive, motivational, and institutional factors and solutions. Policy Implications of the Brain and Behavioral Sciences, 3(1), 4-11. doi: 10.1177/2372732215622648

Corso, H. V., Cromley, J. G., Sperb, T., & Salles, J. F. (2016). Modeling the relationship among reading comprehension, intelligence, socioeconomic status and neuropsychological functions–the mediating role of executive functions. Psychology & Neuroscience, 9(1), 32-45. doi: 10.1037/pne0000036

Cromley, J., & Wills, T. W. (2016). Flexible strategy use by readers who learn much versus learn little: Transitions within think-aloud protocols. Journal of Research in Reading, 39(1), 50–71. doi:10.1111/1467-9817.12026

Miller, B. W., Cromley, J. G., & Newcombe, N. S. (2015). Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction delivered in electronic warm-ups. Journal of Computer Assisted Learning, 32(4), 374-390. doi: 10.1111/jcal.12143

Kanno, Y., & Cromley, J. (2015). English language learners' pathways to four-year colleges. Teachers College Record , 117(12). http://www.tcrecord.org/library/Content.asp?ContentId=18155

Bergey, B. W., Cromley, J. G., Kirchgessner, A., & Newcombe, N. (2015). Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes. British Journal of Educational Psychology, 85, 57-94. doi: 10.1111/bjep.12062

Bergey, B. W., Cromley, J. G., & Newcombe, N. (2015). Teaching high school biology students to coordinate text and diagrams: relations with transfer, effort, and spatial skill. International Journal of Science Education, 37(15), 2476-2502. doi:10.1080/09500693.2015.1082672

Dai, T., & Cromley, J. G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233-247, doi: 10.1016/j.cedpsych.2014.06.003 (Acceptance rate 19%.)

Dai, T., & Cromley, J. G. (2014). The match matters: Exploring student epistemic preferences in relation to epistemic beliefs about chemistry. Contemporary Educational Psychology, 39(3), 262-274, doi: 10.1016/j.cedpsych.2014.06.002 (Acceptance rate 19%.)

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in STEM retention. Journal of Educational Psychology, 106(1), 315-329. doi: 10.1037/a0034027.

Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M., & Agbenyega, E. T.-B. (2013). Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors. Contemporary Educational Psychology, 38(3), 247–258. doi: 10.1016/j.cedpsych.2013.04.003 (Acceptance rate 13%.)

Cromley, J. G., Perez, A. C, Fitzhugh, S., Newcombe, N., Wills, T. W., & Tanaka, J. C. (2013). Improving students’ diagram comprehension with classroom instruction. Journal of Experimental Education, 81(4), 511-537. doi: 10.1080/00220973.2012.745465

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Newcombe, N., Wills, T. W., Shipley T. F., &

Tanaka, J. C. (2013). Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning. Learning and Instruction, 26, 45-58. doi: 10.1016/j.learninstruc.2013.01.003

Kanno, Y., & Cromley, J. G. (2013). English language learners’ access to and attainment in postsecondary education. TESOL Quarterly, 47(1), 89-121. doi: 10.1002/tesq.49

Cromley, J. G., & Byrnes, J. P. (2012). Instruction and Cognition. WIRES Cognitive Science, 3(5), 545–553. doi: 10.1002/wcs.1192

Bernacki, M., Byrnes, J. P., & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology, 37(2), 148–161. doi: 10.1016/j.cedpsych.2011.12.001 (Acceptance rate 12%.)

Hindman, A., Cromley, J. G., Skibbe, L. E., & Miller, A. L. (2011). Conventional and piecewise growth modeling techniques: Applications and implications for investigating head start children’s early literacy learning. Evaluation Review,35(3), 204-239. doi: 10.1177/0193841X11412068

Cromley, J. G., & Azevedo, R. (2011). Measuring strategy use in context with multiple-choice items. Metacognition and Learning, 6(2), 155-177. doi: 10.1007/s11409-011-9070-z

Azevedo, R., Cromley, J. G., Moos, D. C., Green, J. A., & Winters, F. I. (2011). Adaptive content and process scaffolding: A key to facilitating students’ self-regulated learning with hypermedia. Psychological Test and Assessment Modeling, 53(1), 106-140.

[Book review] Cromley, J. G. (2010). Review of understanding adult functional literacy: Connecting text features, task demands, and respondent skills. Adult Basic Education and Literacy Journal, 5(3), 200-201.

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology,102(3), 687-700. doi: 10.1037/a0019452

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Cognitive activities in complex science text and diagrams. Contemporary Educational Psychology, 35, 59–74. doi: 10.1016/j.cedpsych.2009.10.002 (Acceptance rate 16%.)

Cromley, J. G. (2009). Reading achievement and science proficiency: International comparisons from the Programme on International Student Assessment. Reading Psychology, 30 (2), 89-116, 10.1080/02702710802274903.

Lieberman, A. S., Cromley, J., Charles, L., Rodriguez, O., Lopez-Marti, M., Das, S., Moguillansky, D. (2009). Outcomes related to low literacy in low-income adolescents. International Journal of Child and Adolescent Health, 2(1), 73-80.

Cromley, J. G., & Azevedo, R. (2009). Locating information within extended hypermedia. Educational Technology Research and Development, 57(3), 287-313. doi: 10.1007/s11423-008-9106-5

JENNIFER G. CROMLEY, Ph.D. of 43 Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. C. (2008). Why is externally-

regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56(1), 45-72. doi: 10.1007/s11423-007-9067-0

Cromley, J. G. & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311-325. doi: 10.1037/0022-0663.99.2.311 [Well cited, 190 cites in SSCI as of 5/17/2019 including in textbooks such as Schwanenflugel & Knapp, The Psychology of Reading: Theory and Applications (2nd Ed.), NY, NY: Guilford]

Cromley, J. G. & Azevedo, R. (2006). Self-report of reading comprehension strategies: What are we measuring? Metacognition and Learning, 1(3), 229-247. doi: 10.1007/s11409-006-9002-5

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., & Green, J. A. (2006). Using computers as MetaCognitive tools to foster students’ self-regulated learning with hypermedia. Technology, Instruction, Cognition and Learning, 3(1-2), 97-104.

Cromley, J. G., & Azevedo, R. (2005). What do reading tutors do?: A naturalistic study of more- and less-experienced tutors in reading. Discourse Processes, 40(2), 83-113.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Green, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412.

Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 187-204.

Cromley, J. G. (2005). Resources on metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 205-220.

Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535. doi: 10.1037/0022-0663.96.3.523

Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.

Cromley, J. G. (2000). The theory behind using technology in instruction. Focus on Basics, IV(C).

Cromley, J. (1992). Some lessons learned from using participatory methods in asbestos worker training. American Journal of Industrial Medicine, 22 (5), 781-784.

Refereed Conference Proceedings

Cromley, J. G., & Mara, K. (2018). Comparing and contrasting within diagrams: An effective study strategy. In P. Chapman, G. Stapleton, A. Moktefi, S. Perez-Kriz, & F. Bellucci (Eds.) Diagrams 2018, LNAI 10871, pp. 492–499. https://doi.org/10.1007/978-3-319-91376-6_44

Cromley, J. G., Azevedo, R., & Olson, E. D. (2005). Self-regulation of learning with multiple representations in hypermedia. In C-K. Looi, McCalla, G., Bredeweg, B., & Breuker, J. (Eds.), Artificial intelligence in education: Supporting learning through intelligent and socially informed technology (pp. 184-191). Amsterdam, The Netherlands: IOS Press.

JENNIFER G. CROMLEY, Ph.D. of 43 Azevedo, R., Verona, M. E., & Cromley, J. G. (2001). Fostering learners’ collaborative problem

solving with RiverWeb. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future. (Proceedings of the 10th International Conference on Artificial Intelligence in Education). Amsterdam: IOS Press.

Cromley, J. G. (2001). Effective human tutoring in reading: Precursor to the design of an ITS. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future. (Proceedings of the 10th International Conference on Artificial Intelligence in Education). Amsterdam: IOS Press.

Technical Reports

Cromley, J. G., & Mislevy, R. J. (2005). Task templates based on misconception research. (PADI Technical Report 6). Menlo Park, CA: SRI International.

Cromley, J. G., & Mislevy, R. J. (2004). Task templates based on misconception research. CSE Report 646, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/Graduate School of Education & Information Studies, University of California, Los Angeles, Los Angeles, CA.

Books, Chapters, and Encyclopedia Entries

Cromley, J. G., & Lawrence, L. (2018). Multimedia simulations that foster deep learning: Findings from a review of the literature. Chapter in R. Zheng (Ed.). Strategies for deep learning with digital technology: Theories and practices in education (pp. 93-110). Hauppauge, NY: Nova Science Publishers. ISBN: 978-1-53613-183-3

Cromley, J. G., Perez, T., & Dai, T. (2016). Teaching introductory statistics: incorporating motivational principles, In M. C. Smith & N. DeFrates-Densch (Eds)., Challenges and Innovations in Educational Psychology Teaching and Learning, Charlotte, NC: Information Age Publishing.

Perez, T., Cromley, J. G., Bergey, B. W., & Dai, T. (2015). Educational Psychology in R. L. Cautin & S. O. Lilienfeld (Eds.), Encyclopedia of Clinical Psychology (pp. 1003-1004). Baltimore, MD: Wiley. doi: 10.1002/9781118625392. Publication date 1/17/2015

Cromley, J. (2000). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Washington, DC: National Institute for Literacy.

Cromley, J., & Lewis, L. (1990). EPA Model asbestos worker training manual. Washington, DC: U.S. Environmental Protection Agency.

Cromley, J. (1990). EPA model asbestos worker instructor’s manual. Washington, DC: U.S. Environmental Protection Agency.

Other Research

Sweeney, T., & Cromley, J. (2002). Adult learners: Teaching strategies to improve learning and comprehension. Arlington, VA: RMC Research Corporation.

Cromley, J. (1990). Meeting the workers’ needs. Asbestos Issues, 3(6), 18, 20-21.

JENNIFER G. CROMLEY, Ph.D. of 43 Research in Progress

Book proposal accepted

Cromley, J. G., Beretvas, S. N., & Lawrence, L. (2018). Models of Multimedia Comprehension: A Review and Synthesis of the Literature in STEM. Book proposal accepted March, 2018.

Book chapter submitted

Cromley, J. (2019). Learning from multiple representations: Roles of task interventions and individual differences. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds)., Handbook on multiple representations and perspectives. Chapter revisions submitted June 5, 2019.

Manuscripts accepted for publication

Cromley, J. (2019). Analyzing strategic processing: Pros and cons of different methods. In D. Dinsmore, L. Freyer, & M. Parkinson (Eds)., Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis. Chapter accepted May 24, 2019.

Cromley, J. G., Dai, T., Fechter, T., Van Boekel, M., Nelson, F. E., & Dane, N. (2019). What cognitive interviewing reveals about a new measure of undergraduate biology reasoning. Online first in the Journal of Experimental Education as of May 22, 2019. doi: 10.1080/00220973.2019.1613338

Manuscripts submitted for publication

Cromley, J. G., Perez, T., Kaplan, A., Dai, T., Davidson, Y., Mara, K., Balsai, M. J., & Chew, E. R. (2019). The role of timing in the relations between early expectancy, during-semester achievement, and end-of-semester expectancy. Revision requested by Learning and Individual Differences on May 5, 2019.

Cromley, J. G., Perez, T., Kaplan, A., Dai, T., Mara, K., & Balsai, M. (2019). Combined SRL-based cognitive-motivational modules increase undergraduate biology grades. Manuscript submitted for consideration in Metacognition in Learning on May 4, 2019.

Woods, S., Hackmann, D., & Cromley, J. G. (2019). Who has access to middle grades programming? Relationships between the middle school concept and student demographics. Manuscript submitted for consideration in Journal of Educational Administration on April 26, 2019.

Kaplan, A., Cromley, J. G., Perez, T., Dai, T., Mara, K. R., & Balsai, M. J. (2019). The role of context in educational RCT findings: A call to redefine “evidence-based practice”. Manuscript submitted for consideration in Educational Researcher on April 21, 2019.

Miller-Cotto, D., Booth, J. L., Cromley, J. G., Chang, B. L., Newcombe, N. S., & Williams, T. A. (2019). Sketching and verbal self-explanation: Do they help middle school children solve math and science problems? Manuscript submitted for consideration in Cognitive Research: Principles and Implications on March 30, 2019.

Cromley, J. G., Ma, S., Van Boekel, M., & Dane, N. (2019). Pickup of causal language and inference during and after reading illustrated text. Manuscript submitted for consideration in Reading Psychology on March 18, 2019 (URPY-19-0664).

JENNIFER G. CROMLEY, Ph.D. of 43 Bergey, B. W., Cromley, J. G., Kaplan, A., & Bloxton, J. (2016). Do students’ questions during

chemistry lectures predict perceived comprehension, changes in self-efficacy and achievement? Manuscript submitted to Learning and Instruction, October 31, 2016.

Cromley, J. G., Fitzhugh, S. L., & Newcombe, N. (2017). Signaling and strategic activity in multimedia learning. Manuscript rejected with resubmission possible from Learning and Instruction in March, 2017.

Cromley, J. G., Dai, T., Horvat, E. M., Agbenyega, E. T.-B., Perez, T., & Wills, T. W. (2015). Student epistemic beliefs in the context of STEM courses: Relationship to achievement and retention. Rejection with revision offered by the Journal of Research in Science Teaching, May 19, 2015.

Conference proposals accepted Cromley, J. G., Kunze, A. J., Dane, A. P., & Castleberry, C. (2018). Reading process data and

learning outcomes from reading multiple illustrated texts. Paper to be presented as part of a symposium (A. List & P. A. Alexander, Co-chairs) at the biennial meeting of the European Association for Learning and Instruction, Aachen, Germany, August 12-16, 2019.

Cromley, J. G., & Lawrence, L. (2018). Meta-analysis of learning from hypermedia: Surprising effects on knowledge, inferences, and transfer. Poster to be presented at the biennial meeting of the European Association for Learning and Instruction, Aachen, Germany, August 12-16, 2019.

Kunze, A., Cromley, J. G., & Parpucu Dane, A. N. (2018). The relationship between drawing and verbal explanations for multi-text multimodal comprehension. Accepted for presentation at JURE Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany, August 12-16, 2019.

Xing, K., Dai, T., Kaplan, A., Perez, T., Cromley, J. G., Balsai, M. J., & Mara, K. R. (2018). Self-perceived conscientiousness on introductory biology learning: For whom does it matter? Proposal submitted for consideration at the annual Convention of the American Psychological Association, Chicago, IL, August 8-11, 2019.

Cromley, J. G., Ma, S., Van Boekel, M., & Dane, N. (2018). Pickup of causal language and inference during and after reading illustrated text. Poster to be presented at the annual Convention of the American Psychological Association, Chicago, IL, August 8-11, 2019.

Cromley, J. G. (2019). Supporting Learners’ Comprehension of Illustrated Text. Invited keynote speaker at Gordon Conference on Visualization and Science Education, Lewiston, ME, July 14-19, 2019.

Manuscripts in progress

Cromley, J. G., Du, Y., & Parpucu Dane, A. N. (2019). Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing? Manuscript in progress.

Cromley, J. G., Kaplan, A., Perez, T., Dai, T., Mara, K., & Balsai, M. (2019). Study skills and the motivational booster shot in STEM: Benefits of distributed practice with cognitive and motivational supports. Manuscript in progress.

JENNIFER G. CROMLEY, Ph.D. of 43 Dai, T., Mara, K., Cromley, J., Balsai, M., Perez, T., Kaplan, A., & Xing, K. (2019). Differences in

motivation for biology learning by sex, race, and first-generation college student status: A measurement invariance approach. Manuscript in progress.

Kaplan, A., Cao, X., Dai, T., Obradovic, Z., Perez, T., Cromley, J. G., Mara, K., & Balsai, M. J. (in preparation). Motivation as a complex system: Semester-long recursive dynamics of expectancy-value constructs in undergraduate biology. Manuscript in progress.

Kaplan, A., Davidson, Y. S., Hartwell, M., Mara, K., Balsai, M., Dai, T., Cromley, J. G., & Perez, T. (in preparation). The multidimensionality and content-specificity of perceived relevance: Undergraduates' relevance constructions of evolution and organismic diversity. Manuscript in progress.

Dai, T., Kuan, X., Cromley, J.G., Kaplan, A., Perez, T., Mara, K.R., & Balsai, M.J. (2019). Differences in Student Motivation for Learning Biology: A Measurement Invariance Testing Approach. Manuscript in progress.

Dai, T., Kaplan, A., Wang, Y., Davidson, Y., Balsai, M., Cromley, J. G., Mara, K., & Perez, T. (2019). Understanding differential engagement in a relevance writing intervention: A mixed-methods investigation. Manuscript in progress.

Cromley, J. G., Kaplan, A., Perez, T., Dai, T., Mara, K., Davidson, Y., Balsai, M. J., & Chew, E. R. (2018). Combined Cognitive-Motivational Modules Increase Undergraduate Biology Grades. Manuscript in progress.

Fechter, T. S., Dai, T., Cromley, J. G., Van Boekel, M., Nelson, F. E., & Dane, A. (2018). Developing a validity argument for an inference-making and reasoning measure. Manuscript in progress.

Cromley, J. G., & Seidel, J. (2017). What changes and for whom over the summer before entering an engineering program? Manuscript in progress.

Cromley, J., Chang, B., & D’Antonio, M. (2016). STEM Students Speak: Goal Orientation and Subjective Well-being in Competitive STEM Courses. Manuscript in progress.

Wills, T.W., Cromley, J. G., Stepnowski, W., Booth, J. L., Shipley, T. F., & Zahner, W. (2015). Inducing sophisticated strategy use in coordinating multiple mathematical representations: Evidence from eye tracking. Manuscript in progress.

Miller, B. W., Cromley, J. G., Newcombe, N. S., Chang, M. D., & Forbus, K. D. (2015). Supporting student science learning through sketching with on-demand feedback. Manuscript in progress.

PRESENTATIONS

International/National Conferences

Kaplan, A., Cao, X., Dai, T., Obradovic, Z., Perez, T., Cromley, J. G., Mara, K. R., & Balsai, M. J. (2019). Modeling semester-long recursive dynamics of the expectancy-value motivation system among undergraduate biology students. In Embracing and modeling the complex dynamics of motivation and engagement: Contextual, temporal, dynamic, and systematic. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada, April 5-9, 2019.

JENNIFER G. CROMLEY, Ph.D. of 43 Kaplan, A., Cromley, J. G., Perez, T., Dai, T., Mara, K. R., & Balsai, M. J. (2019). Combining

different motivation and cognitive supports in undergraduate biology in different Contexts: Lessons learned. In Motivation interventions: Insights from a multi-component perspective for theory, practice, and research. Paper given at the annual meeting of the American Educational Research Association, Toronto, Canada, April 5-9, 2019.

Dai, T., Du, Y., Cromley, J.G., Fechter, T., Nelson, F.E. (2019). A multigroup factor analysis approach to analyzing simple-matrix-sampling planned missing data: (When) does it work? Paper given at the annual meeting of the American Educational Research Association, Toronto, Canada, April 5-9, 2019.

Cromley, J. G., Kaplan, A., Perez, T., Dai, T., Mara, K., & Balsai, M. J. (2019). Combined Cognitive-Motivational Interventions with Substantial Benefits for Undergraduate Biology Grades: A Meta-Analysis of 10 New Experiments. Paper given at the annual meeting of the American Educational Research Association, Toronto, Canada, April 5-9, 2019.

Miller-Cotto, D., Booth, J., Chang, B., Cromley, J., Newcombe, N., & Williams, T. (2019). A Comparison of Sketching and Self-Explanation When Solving Math and Science Problems in Exploring New Translational Science Approaches to Incorporate Spatial Thinking in Elementary Science. Paper presented at the SRCD Biennial Meeting, Baltimore, MD, March 21-23, 2019.

Fechter, T., Cromley, J., & Nelson, F. (2018). Using cognitive labs to develop assessments for your advanced placement courses. Workshop presented at the NCME Special Conference on Classroom Assessment: Assessment in the Disciplines, Lawrence, KS, October 8-10, 2018.

Dai, T., Kaplan, A., Wang, Y. Davidson, Y., Balsai, M., Cromley, J. G., Mara, K., and Perez, T. (2018). Understanding differential engagement in a relevance writing intervention: a mixed-methods investigation. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA, August 9-12, 2018.

Brooks, W. D., White, A.C., Perez, T., Kaplan, A., Cromley, J., Mara, K., Dai, T., & Balsai, M., (2018). How role identity helps to explain engagement in a biology intervention – A qualitative study. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA, August 9-12, 2018.

Bass, M., Clegg, B., & Cromley, J. G. (2018). Active engagement, not exposure time, accounts for gains in understanding in a flipped introductory biology course. Poster presented at the 25th Annual ASM Conference for Undergraduate Educators, Austin, TX, July 26-29, 2018.

Cross, K., Amos, J., Clancy, K. B. H., Imokhuede, P. I., & Cromley, J. G. (2018). The double bind of race and gender: Intersecting identities of women of color in engineering. Workshop presented at the annual meeting of the American Society for Engineering Education, Salt Lake City, UT, June 24 - 27, 2018.

Cromley, J. G. (2018). Strategic and inferential processing in text, diagrams, and text+diagram representations. Proposal accepted as an abstract and given as a long talk at DIAGRAMS 2018, Edinburgh, Scotland, June 18-22, 2018.

Cromley, J. G., Ma, S., Van Boekel, M., & Dane, N. (2018). Pickup of causal language and inference during and after reading illustrated text. Proposal accepted as an abstract and given with a short talk at DIAGRAMS 2018, Edinburgh, Scotland, June 18-22, 2018.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G., & Mara, K. (2018). Comparing and contrasting within diagrams: An effective study

strategy. Proposal accepted as a short paper for publication and given as a long talk at DIAGRAMS 2018, Edinburgh, Scotland, June 18-22, 2018.

Cromley, J. G., Booth, J. L., & Newcombe, N. S. (2018). Drawing to learn: Who benefits? Proposal accepted as an abstract and given as a short talk at DIAGRAMS 2018, Edinburgh, Scotland, June 18-22, 2018.

Dai, T., Cromley, J.G., Nelson, F.E., Van Boekel, M., Fechter, T., & Dane, N. (2018). BIO Reasoning and STEM retention: A new measure for STEM predictive models. Poster presented at the Association for Institutional Research annual Forum 2018, Orlando, FL, May 29 – June 1, 2018.

Fechter, T., Cromley, J., Van Boekel, M., Dai, T., Nelson, F., & Parpucu [Dane], A. N. (2018). Highlighting response processes within validation efforts for an inference-based multiple-choice assessment. Poster presented at the annual meeting of the National Council on Measurement in Education, NY, NY, April 12-16, 2018.

Perez, T., Brooks, W., White, A., Richmond, E., Cromley, J. G., Kaplan, A., Dai, T., Mara, T., Ruck, H., Davidson, Y., & Balsai, M. (2018). Do perceived costs affect achievement in an undergraduate biology course? It depends on self-efficacy. Poster presented at the annual conference of the American Educational Research Association, NY, NY, April 13-17, 2018.

Cromley, J. G., Balsai, M. J., Brooks, W., Dai, T., Davidson, Y., Kaplan, A., Mara, K., Perez, T., & Van Boekel, M. (2018). The critical role of motivation when intervening in undergraduate biology student achievement. Paper [Presented by A. Kaplan] at the annual conference of the American Educational Research Association, NY, NY, April 13-17, 2018.

Cromley, J. G., Fechter, T., Van Boekel, M., Dai, T., & Dane, A. (2018). Biology reasoning: The positive role of inference and the negative role of test-taking strategies. Paper [Presented by T. Fechter] at the annual conference of the American Educational Research Association, NY, NY, April 13-17, 2018.

Kaplan, A., Cao, X., Dai, T., Obradovic, Z., Perez, T., Cromley, J. G., Mara, K., & Balsai, M. J. (2018). Motivation as a complex system: Semester-long recursive dynamics of expectancy-value constructs in undergraduate biology. Poster presented at the annual conference of the American Educational Research Association, NY, NY, April 13-17, 2018.

Cromley, J. G., Kaplan, A., Mara, K., Van Boekel, M., Balsai, M. J., Dai, T., Perez, T., Brooks, W., & Davidson, Y. (2018). Gains in undergraduate biology student achievement from a combined cognitive-motivational intervention across multiple semesters. Poster [accepted by, but not presented at] the 2018 conference of the National Association for Research on Science Teaching, Atlanta, GA, March 10-13, 2018.

Kaplan, A., Davidson, Y., Hartwell, M., Mara, K., Balsai, M., Cromley, J., Dai, T., & Perez, T. (2018). What is relevance? Students’ connections of biology concepts to their life. Paper given at the annual meeting of the Eastern Psychological Association, Philadelphia, PA, March 2-4, 2018.

JENNIFER G. CROMLEY, Ph.D. of 43 Mara, K., Kaplan, A., Balsai, M. J., Davidson, Y., D'Antonio, M., Hartwell, M., Cromley, J. G.,

Perez, T., Dai, T., & Richards, E. (2017). Enhancing biology students’ motivation, learning, and grades through brief relevance writing and worked examples interventions. Poster presented at the 2017 annual conference of the American Society for Cell Biology, Philadelphia, PA, December 2-6, 2017.

Perez, T., Cromley, J. G., Van Boekel, M., Kaplan, A., Balsai, M. J., Mara, K., & Dai, T. (2017). Gains in undergraduate biology student achievement from a combined cognitive-motivational intervention across multiple semesters. Paper presented at the annual meeting of the Association for the Study of Higher Education, Houston, TX, November 10-12, 2017.

Mara, K., Kaplan, A., Balsai, M. J., Davidson, Y., D'Antonio, M., Hartwell, M., Cromley, J. G., Perez, T., Dai, T., & Richards, E. (2017). Enhancing biology students’ motivation, learning, and grades through brief relevance writing and worked examples interventions. Poster presented at the 2017 annual conference of the American Society of Ichthyologists and Herpetologists, Austin, TX, July 12-16, 2017.

Halpern, M., Champagne, C., Kaplan, A., Dai, T., Davidson, Y., Cromley, J. G., Perez, T., Mara, K., & Balsai, M. (2017). Undergraduate biology students’ motivation to engage in relevance writing: an interview study. Poster presented at the 2017 annual conference of the American Educational Research Association, San Antonio, TX, May 1, 2017.

Cromley, J. G., Balsai, M. J., Dai, T., Davidson, Y., Kaplan, A., Mara, K., Perez, T., Richards Chew, E., Stine, K., Totonchi, D. A., & Williams, T. (2017). Antecedents of and consequences of expectancy for success in undergraduate biology. Poster presented at the 2017 annual conference of the American Educational Research Association, San Antonio, TX, May 1, 2017.

Cromley, J. G. (2017). Flexibility in strategy use during reading comprehension: One instantiation of cognitive flexibility. In M. C. Smith, Chair, The underpinnings of cognitive flexibility and instructional implications: An interactive symposium. Paper presented as part of a symposium proposal to the 2017 annual conference of the American Educational Research Association, San Antonio, TX, April 28, 2017.

Dai, T., Kaplan, A., Wang, Y., Perez, T., Cromley, J. G., Davidson, Y., Balsai, M. J., Mara, K., and Chew, E. (2017). Pursuing the “half empty question”: Biology undergraduates’ differential engagement in a brief relevance writing intervention. Paper given at the 2017 Annual Meeting of the American Educational Research Association, San Antonio, TX, April 28, 2017.

Cromley, J. G., Kaplan, A., Totonchi, D. A., Richards Chew, E., Stine, K., Mara, K., Balsai, M. J., Williams, T., Dai, T., Perez, T., & Davidson, Y. (2017). Large gains in undergraduate biology student achievement from a combined cognitive-motivational intervention. Paper presented at the 2017 annual conference of the American Educational Research Association, San Antonio, TX, April 28, 2017.

Davidson, Y., Kaplan, A., Hartwell, M., Mara, K., Balsai, M. J., Cromley, J. G., Perez, T., Dai, T., D'Antonio, M., & Russell, D. (2017). The multidimensionality and content-specificity of perceived relevance: Biology undergraduates' relevance constructions of evolution and organismic diversity. Paper presented at the 2017 Annual Meeting of the American Educational Research Association, San Antonio, TX, April 28, 2017.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G., & Seidel, J. (2017). What changes over the summer before entering an engineering

program? Paper given at a roundtable session at the 2017 annual conference of the American Educational Research Association, San Antonio, TX, April 27, 2017.

Cromley, J. G., Kaplan, A., Mara, K., Balsai, M. J., Dai, T., & Perez, T. (2017). Large Gains in Undergraduate Biology Student Achievement from a Combined Cognitive-Motivational Intervention. Paper given at the Spring 2017 conference of the Society for Research on Educational Effectiveness, Washington, DC, March 1-4, 2017.

Cromley, J. G., & McMichael, S. N. (2016). Strategic and inferential processing in text, diagrams, and text+diagram representations: A think-aloud study with high school students. Paper presented in E. Segers, chair, Hypermedia Comprehension. Symposium at the Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal, July 13-16, 2016.

Cromley, J. G. (2016). Expanding the definition of the expertise reversal effect: Task features and content features also interact with learner knowledge. Paper presented at the biennial meeting of Special Interest Group 2 (SIG2): Text and Diagrams of the European Association for Research on Learning and Instruction, Geneva, Switzerland, July 11-13, 2016.

Wills, T.W., Cromley, J. G., Stepnowski, W., Booth, J. L., Shipley, T. F., & Zahner, W. (2016). Inducing sophisticated strategy use in coordinating multiple mathematical representations: Evidence from eye tracking. In E. Higgins, chair, Visual Representations in Mathematics. Symposium presented at the Annual Meeting of the Association for Psychological Science, Chicago, IL, May 26-29, 2016.

Kanno, Y., & Cromley, J. G. (2016). English learners’ high school academic preparation, community college enrollment, and eventual bachelor’s degree attainment. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC, April 8-12, 2016.

Miller-Cotto, D., David, S., Booth, J. L., Cromley, J. G., & Newcombe, N. S. (2016). Self-explaining encourages student monitoring in math and science problem solving. Paper presented at the National Consortium for Instruction and Cognition annual conference, April 9-10, 2016, Washington, D.C.

Miller-Cotto, D., Chang, B. L., Booth, J. L., Cromley, J. G., & Newcombe, N. S. (2016). The effects of sketching and self-explanation on students’ monitoring use in problem solving. Poster presented at the Bringing Cognitive Science Research to the Classroom Conference, April 13-14, Arlington, VA.

Cromley, J. G., Kaplan, A., Perez, T., Dai, T., Mara, K., Davidson, Y., Balsai, M. J., & Richards, E., (2016). Improving undergraduate biology learning and achievement with a combined cognitive-motivational intervention. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC, April 8-12, 2016.

Davidson, Y, Kaplan, A., Mara, K., Balsai, M. J., Monica D'Antonio, M., Hartwell, M., Cromley, J. G., Perez, T., Dai, T., & Richards, E. (2016). The multidimensionality of perceived relevance: Science undergraduates' relevance constructions of evolution. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC, April 8-12, 2016.

JENNIFER G. CROMLEY, Ph.D. of 43 Perez, T., Richards, E., Cromley, J. G., Dai, T., Davidson, Y., Mara, K., & Balsai, M. J. (2016). The

combined effects of competence beliefs and opportunity cost on achievement of undergraduate biology students. In M. Bong, Chair, Extending the Expectancy-Value Model: Definitions and Functions of Cost in Students’ Choice, Engagement, and Performance. Paper given as part of a symposium at the Annual Meeting of the American Educational Research Association, Washington, DC, April 8-12, 2016.

Cromley, J., & Wills, T. W. (2016). Strategic and inferential processing in text, diagrams, and text+diagram representations. In E. Grossnickle, chair, Comprehension and Integration of Text, Visual, and Multimedia Sources. Paper given as part of a symposium at the Annual Meeting of the American Educational Research Association, Washington, DC, April 8-12, 2016.

Zahner, W., Dai, T., Cromley, J., Booth, J., Wills, T., Shipley, T., Stepnowski, W. (2015) Coordinating equations and graphs of polynomials: what do patterns in students’ solution strategies reveal? Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, East Lansing, MI, November 5–8, 2015.

Cromley, J. (2015). Speaker on a panel on Education and translation of spatial development research. Pre-Conference on the Development of Spatial Reasoning, annual meeting of the Cognitive Development Society, Columbus, OH, October 8, 2015.

Morden-Snipper, D. R., Dai, T., Booth, J. L., Chang, B. L., Cromley, J. G., & Newcombe, N. S. (2015). Cognitive factors and representation strategies in sketching math diagrams. Paper presented at the annual meeting of the Cognitive Science Society, Pasadena, CA, July 23-25, 2015.

Booth, J. L., Cromley, J. G., Wills, T. W., Stepnowski, W., Shipley, T. F., Zahner, W., & Rossi, J. (2015). Individual differences in coordinating between graphs and equations of functions: Effects of CMR facilitation. Poster presented at the annual meeting of the Cognitive Science Society, Pasadena, CA, July 23-25, 2015.

Dai, T., Cromley, J. G., & Kaplan, A. (2015). Setting epistemic aims in online chemistry learning: construct validation and test of relations with learning outcome. Paper presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL, April 16-20, 2015.

Miller, B. W., Cromley, J. G., & Newcombe, N. S. (2015). Why does a diagram-focused intervention help students learn science? Poster presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL, April 16-20, 2015.

Hassler, R., Wills, T. W., Cromley, J. G., Booth, J. L., Shipley, T. S., & Tran, N. (2015). Technology Habits Outside of the Calculus Classroom. Paper presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL, April 16-20, 2015.

Cromley, J. G., Alfieri, L., Massey, C., Merlino, F. J., Newcombe, N. S., & Schunn, C. D. (2015). Improving Middle-School Science Instruction with Analogical Reasoning. Paper presented as part of a symposium entitled Relational Reasoning in STEM Domains: What Empirical Research can Contribute to the National Dialogue, Denis Dumas, Chair, at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL, April 16-20, 2015.

JENNIFER G. CROMLEY, Ph.D. of 43 D’Antonio, M., Chang, B., & Cromley, J. G. (2015). How do students experience the

competitiveness-well-being relation in STEM majors: An interview study. Paper presented at the 2015 Annual Meeting of the American Educational Research Association Annual, Chicago, IL, April 16-20, 2015.

Morden-Snipper, D., Chang, B., Dai. T., Howe, J., Cromley, J., Booth, J., & Newcombe, N. (2015). Drawing helps: motivational and cognitive correlates of diagram creation and problem solving in math and science. Poster presented at the 2015 Biennial Meeting of the Society for Research in Child Development, Philadelphia, PA, March 19-21, 2015.

Cromley, J. G., Booth, J. L., Wills, T. W., Chang, B. L., Shipley, T. F., Zahner, W. F., Tran, T. & Madeja, M. (April 2014). Spatial ability, coordinating multiple representations, and performance on calculus problems. Poster presented at the annual convention of the American Psychological Association, Washington, DC, August 7-10, 2014.

Wills, T., Shipley, T. F., Chang, B. L., Cromley, J. G., & Booth, J. L. (2014). What gaze data reveal about coordinating multiple mathematical representations. Poster presented at the Annual Conference of the Cognitive Science Society, Quebec, QC, July 23-26, 2014.

Booth, J. L., Chang, B. L., Cromley, J. G., Shipley, T. F., & Wills, T. W. (2014). Calculus expertise and strategy use when comparing multiple representations. Poster presented at the Annual Conference of the Cognitive Science Society, Quebec, QC, July 23-26, 2014.

Zahner, W. & Cromley, J. (2014, July). Affordances of process and object views for coordinating polynomial representations. Paper presented at the annual conference of the International Group for the Psychology of Mathematics Education. Vancouver, British Columbia, July 15-20, 2014.

Chang., B. L., Wills, T., & Cromley, J. G. (2014). Local and global approaches in coordinating multiple mathematical representations. Poster presented at the annual meeting of the National Council of Teachers of Mathematics Research Conference, New Orleans, LA, April 7 - 9, 2014.

Miller, B. W., Cromley, J. G., & Newcombe, N. S., Chang, M., & Forbus, K. (April 2014). Using CogSketch to support student science learning through sketching with automatic feedback. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014.

Bergey, B. W., Cromley, J. G., & Chang, B. L. (2014). What do questions have to do with comprehension? Student-generated questions, perceived comprehension, and achievement. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA. April 3-7, 2014.

Miller, B. W., Hart, J. R., Cromley, J. G., & Newcombe, N. S. (April 2014). Instruction Increases Diagrammatic Reasoning through Behavioral Engagement. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Chang, B. L., Wills, T., Cromley, J. G., Shipley, T. F., Booth, J., Stepnowski, W., Tran, N., & Madeja, M. (2014). Strategies for coordinating multiple mathematical representations: Integration of eye-tracking and think-aloud Data. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014.

JENNIFER G. CROMLEY, Ph.D. of 43 Dai, T. & Cromley, J. G. (2014). Using cognitive interviewing to explore college students’ epistemic

aims and source beliefs in online research on three chemistry topics. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014.

Wills, T. W., Chang, B. Stepnowski, W., Cromley, J. C., Shipley, T.F.,& Booth, J. L. (2014). Individual differences in eye gazes: Coordination of equations, graphs, and tables. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014.

Miller, B. W., Cromley, J. G., & Newcombe, N. S. (April 2014). The critical role of knowledge gain in improving diagram comprehension. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014.

Cromley, J. G., & Bergey, B. W. (2013). Comparing effects of two Delayed Retrieval methods in 10th grade biology classes. Paper delivered as part of a symposium entitled Scaffolding and optimizing science instruction throughout the years (Eliane Segers, chair) at the biennial meeting of the European Association for Learning and Instruction, Munich, Germany, August 27-31, 2013.

Cromley, J. G. (2013). Intervention to improve middle and high school science diagram comprehension. Invited paper as part of an AERA highlighted Division C symposium entitled Examining Innovations--Navigating the Dynamic Complexities of School-Based Intervention Research. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013.

Cromley, J. G., Newcombe, N., & Wills, T. W. (2013). Cognitive science-based instruction in middle school science: Effects on comprehension of visual representations. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013. aera13_proceeding_611930.docx

Cromley, J. G., Bergey, B. W., Kirchgessner, M., Wills, T.W., & Newcombe, N. (2013). Combining conventions of diagrams instruction and repeated practice in biology classes. Poster presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013. aera13_proceeding_611974.docx

Bergey, B. W., Cromley, J. G., Dai, T., Wills, T. W., & Kirchgessner, M. (2013). Comparing two high school classroom interventions for improving comprehension of chemistry diagrams. Paper presented at a roundtable session at the annual meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013.

Kanno, Y., & Cromley, J. G. (2013). English language learners' pathways to four-year colleges. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013. aera13_proceeding_605263.pdf

Dai, T., & Cromley, J. G. (2013). Examining Student Epistemological Preferences: A Latent Class Approach. Paper presented at a roundtable session at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013.

JENNIFER G. CROMLEY, Ph.D. of 43 Bergey, B. W., Reynolds, N. P., Cromley, J. G. & Schmitz, M. F. (2013). Like parent like child? A

growth mixture model of adolescents’ and parents’ post-secondary educational expectations. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013.

Miller, B. W., Cromley, J. G., & Newcombe, N. (2013). Improving middle school science students’ diagram reasoning through instruction. Poster presented at the annual meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013.

Bergey, B. W., Tancredi-Brice Agbenyega, E., Horvat, E. M., & Cromley, J. G. (2013). What’s helping? STEM majors’ evolving use of help-seeking strategies during a gateway chemistry course. Paper presented at a symposium, S. A. Karabenick (Chair), The role of motivation in help seeking: Peers, processes, and classroom perceptions, at the annual meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013.

Cromley, J. G., Chang, B. L., Wills, T. W., Booth, J. L., Thompson, K., & Tran, N. (2013). CMR in reform calculus: What is modeled, what is demanded? Poster presented at the 2013 Research Presession of the annual meeting of the National Council of Teachers of Mathematics, Denver, CO, April 15, 2013. proposal # 17977.

Bergey, B. W., Perez, A. C., Agbenyega, E. K. T. B., Cromley, J. G., & Horvat, E. (2012). Weighing Major Costs: Undergraduates’ Values and Costs for STEM Majors. Poster presented at the annual meeting of the American Psychological Association. Orlando, FL, August 2-5, 2012.

Cromley, J. G., & Miller, B. W. (2012). Differential effects of various predictors of comprehension when reading to study and reading to explain. Paper presented as part of a symposium entitled “Recent Progress in Reading Comprehension” at the 19th annual meeting of the Society for the Scientific Study of Reading, Montreal, CA, July 11-14, 2012.

Hindman, A., & Cromley, J. (2012). Writing Development among American Children in Poverty: Lessons from the FACES Head Start Data. Paper presented as part of a symposium entitled “Writing in early childhood: development, variation, and contextual supports” at the 19th annual meeting of the Society for the Scientific Study of Reading, Montreal, CA, July 11-14, 2012.

Agbenyega, E. T.-B., Dai, T., Karakus, M., Horvat, E. M., Cromley, J. G., Perez, A. C., & Kumi, J. (2012). Understanding students’ beliefs about the nature of knowing in chemistry and biology: A mixed-method analysis. Paper presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012.

Cromley, J. G., Horvat, E. M., Perez, A. C., Agbenyega, E. T.-B., Wills, T., Tanaka, J. C., Dumas, D., Raja, R., & Sheth, D. (2012). Cognitive and Motivational Predictors of First-Year Biology Grades. Poster presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012. aera12_proceeding_527702.docx

Kirchgessner, M., Perez, A. C., Dai, T., & Cromley, J. G. (2012). The interplay between contingencies of self-worth and anxiety in final chemistry grades. Paper presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012.

JENNIFER G. CROMLEY, Ph.D. of 43 Dai, T., Cromley, J. G., & Kirchgessner, M. (2012). Change in implicit self-beliefs about ability in

biology and its effect on retention in STEM majors: A latent growth modeling approach. Poster presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012.

Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Wills, T. W., & Newcombe, N. (2012). Effectiveness of Student-Constructed Diagrams and Self-Explanation Instruction. Paper presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012.

Cromley, J. G., Wills, T. W., Bergey, B. W., Fitzhugh, S. L., & Newcombe, N. (2012). Do spatial abilities matter for teaching diagram comprehension? A test of the ability-as-compensator hypothesis. Poster presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012. (47% acceptance rate.)

Cromley, J. G., Newcombe, N., & Wills, T. W. (2012). Five Tests of the Ability-as-compensator Hypothesis in Diagram Comprehension Instruction. Paper presented as part of a symposium entitled “Cognitive Processes in Comprehension of Visual Representations: Art, Diagrams, Graphs, and Models” at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012. (59% acceptance rate.)

Bergey, B. W., & Cromley, J. G. (2012). How and When Graduate Students Ask Questions in a Statistics Course: Patterns and Profiles. Poster presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012.

Perez, A. C., & Cromley, J. G. (2012). Intention to Leave a Science Major: Expectancies, Values, and Identity Status. Poster presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, CA, April 13-17, 2012.

Agbenyega, E. T.-B., Horvat, E. M., Cromley, J. G., Perez, A. C., & Townsend, I. (2011). Pedagogical Alignment in Gateway Science Courses. Paper presented at the 2011 annual meeting of the Association for the Study of Higher Education, Charlotte, NC, November 17-19, 2011.

Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Wills, T. W., Newcombe, N., & Shipley T. F. (2011). Can laboratory research on diagram multimedia comprehension be implemented in 10th grade biology classes? Paper presented as part of a symposium entitled “Multimedia goes to school: Studying learning from text and pictures beyond the lab” at the biennial meeting of the European Association for Learning and Instruction, Exeter, England. [Paper delivered by Bergey due to Hurricane-Irene-related delay in Cromley’s travel.]

Perez, A. C., Bergey, B. W., Cromley, J. G., Agbenyega E. T., & Horvat, E. M. (2011). Sticking with Science? The perceived cost and values of being a science student. Poster presented at the JURE 2011 (junior researcher) Pre-conference to the European Association for Research on Learning and Instruction. Exeter, England, August 29-30, 2011. [Nominated August, 2011 for Best-of-JURE Poster Award 2011.]

Dai, T., Davey, A., & Cromley, J. G. (2010). Decomposing trait and measure-specific effects: An MTMM analysis of undergraduate students' epistemological beliefs about science subjects. Paper presented at the JURE 2011 (junior researcher) Pre-conference to the European Association for Research on Learning and Instruction. Exeter, England, August 29-30, 2011. [Paper delivered by Perez due to Hurricane-Irene-related delay in Dai’s travel.]

JENNIFER G. CROMLEY, Ph.D. of 43 Dai, T., Cromley, J. G., & Engerman, K. (2011). Dimensionality of domain-specific epistemological

beliefs: A confirmatory factor analysis. Poster presented at the JURE 2011 (junior researcher) Pre-conference to the European Association for Research on Learning and Instruction. Exeter, England, August 29-30, 2011. [Paper delivered by Perez due to Hurricane-Irene-related delay in Dai’s travel.]

Perez, A. C., Cromley, J. G., Horvat, E. M., & Tancredi-Brice Agbenyega, E. (2011). Should I Take My Bio Exam?: An Expectancy-Value Perspective on Undergraduates Decisions to Take an Optional Biology Exam. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 8-12, 2011 (50% acceptance).

Cromley, J. G., Horvat, E. M., Tanaka, J., Michel, J., Perez, A. C., Tancredi-Brice, E., Raja, L., Vorndran, P., Wills, M., & Wills, T. W. (2011). Cognition and Motivation in Science Technology Engineering and Math Retention. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 8-12, 2011.

Tancredi-Brice Agbenyega, E., Horvat, E. M., Perez, A. C., Cromley, J. G., Townsend, I., & Raja, L. (2011). Bridging the Gap: An Exploration of Tensions between Pedagogical Reforms and STEM Students’ Learning Needs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Cromley, J., Newcombe, N., Wills, T. W., Wills, M., Karakus, M., & Batchelor, M. (2011). Teaching Middle School Students to Reason with Visual Representations in Science. Paper presented as part of symposium entitled "The effects of curricular modifications based on principles of cognitive science for middle school science curricula" at the annual meeting of the American Educational Research Association, New Orleans, LA, April 8-12, 2011.

Bergey, B., Cromley, J. G., Dai, T., Fitzhugh, S., & Wills, T. (2011). Teaching inferential reasoning with diagrams in high school biology classes: Who gains from self-explanation training? Paper presented at a roundtable entitled “The use of instructional tools to improve learning outcomes” at the annual meeting of the American Educational Research Association, New Orleans, LA, April 8-12, 2011 (50% acceptance).

Fitzhugh, S., Cromley, J. G., Bergey, B., & Wills, T. (2011). The effect of diagrammatic reasoning intervention on students' attention to text and diagrams; an examination of eye movements. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 8-12, 2011 (50% acceptance).

Bernacki, M. L., Byrnes, J. P., & Cromley, J. G. (2011). The effect of self-regulated learning and prior knowledge on knowledge construction in computer-based learning environments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 8-12, 2011 (50% acceptance).

Cromley, J. G., Wills, T. W., Resnick, I., Dai, T., Perez, A. C., Fitzhugh, S., Newcombe, N., & Ramos-Castillo, N. (2010). Reading comprehension--sequences of cognitive moves while reading scientific text. Paper presented at the 2010 annual meeting of the Society for the Scientific Study of Reading. Berlin, Germany, July 7-10, 2010.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J., Fitzhugh. S. L., Bergey, B. B., Shipley, T. F., & Wills, T. W. (2010). Teaching

reasoning with diagrams: Intervention results from eye tracking and questionnaire measures. Invited paper presented as part of a symposium entitled Perceptual Characteristics and Concept Mastery: What Makes a Difference? at the 22nd Annual Convention of the Association for Psychological Science, Boston, MA, May 27-30, 2010.

Cromley, J. G., Perez, A. C., Fitzhugh, S., Tanaka, J., Newcombe, N., & Wills, T. W. (2010). Teaching effective use of diagrammatic reasoning in biology. Paper presented at the 2010 annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010.

Perez, A. C., Cromley, J. G., & Newcombe, N. (2010). Relationships between visuospatial skills, knowledge, and reasoning with science diagrams. Paper presented at the 2010 annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010.

Fitzhugh, S. L., Cromley, J. G., Newcombe, N., Perez, A. C., & Wills, T. W. (2010). High school students’ comprehension of text and diagrams: Testing a model with eye tracking data. Paper presented at the 2010 annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010.

Schunn, C., Merlino, J., Cromley, J. G., Massey, C., Newcombe, N., & Nokes, T. (2010). Translational science of cognitive science in middle school science curricula. Paper presented as part of a symposium entitled Implementing best practice methodology given school realities: Approaches from a middle school science intervention evaluation at the 2010 annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010.

Horvat, E. M., Cromley, J. G., Perez, A. C. Tancredi-Brice, E., & Karakus, M. (2010). Understanding STEM persistence: Memorizing, digesting and personal epistemology. Paper presented at the 2010 annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010.

Vorndran, P., Tanaka, J., Cromley, J. G., & Horvat, E. (2010). The effect of sex and race on STEM majors’ level of stereotype threat and course grades. Poster presented at the 2010 annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4, 2010.

Kanno, Y., & Cromley, J. G. (2010). How many English language learners go to college? Paper presented at the TESOL 2010 annual Convention, Boston, MA, March 24-27, 2010.

Cromley, J. G., Wills, T. W., Stephens, C. R., Dumas, D., Herring, M. H., Luciw-Dubas, U. A., Snyder-Hogan, L. E., Burton, D., & Mendelsohn, T. (2010). A content analysis of images in biology and geoscience textbooks. Paper presented at the 2010 annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA, March 20-24, 2010.

Cromley, J. G., & Azevedo, R. (2009). Measuring strategy use in context with multiple-choice items. Paper presented at a symposium entitled Measuring learning strategies: What are we measuring? at the annual meeting of the European Association Research in Learning and Instruction, Amsterdam, The Netherlands, August 27-29, 2009.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G., Snyder, L. E., Luciw, U. A., & Dai, T. (2009). A large-scale test of the DIME model

of reading comprehension with domain-specific text. Poster presented at the 2009 annual meeting of the Society for the Scientific Study of Reading, June 25-27, Boston, MA.

Perez, A. C., & Cromley, J. G. (2009). Predicting science achievement from science media use and science enjoyment across 57 countries using PISA-2006. Paper presented at the 2009 annual meeting of the American Educational Research Association, April 13-17, San Diego, CA.

Cromley, J. G. (2009). Individual differences in effects of motivation on reading comprehension. Paper presented at the 2009 annual meeting of the American Educational Research Association, April 13-17, San Diego, CA.

Cromley, J. G. (2008). Testing a model of motivation, cognition, and reading comprehension in four countries. Poster presented at the Fifteenth Annual Meeting of the Society for the Scientific Study of Reading, July, 2008, Asheville, NC.

Cromley, J. G., Snyder, L. E., Luciw, U. A., & Tanaka, J. (2008). Testing the fit of the DIME model of reading comprehension with biology text. Paper presented at the 2008 annual conference of the American Educational Research Association, New York, NY.

Lieberman, A. S., Cromley, J., Charles, L., Rodriguez, O., Lopez-Marti, M., Das, S., & Moguillansky, D. (2008). Low literacy in adolescents and health outcomes. POSTER PRESENTATION: 2008 Pediatric Academic Societies’ Annual Meeting in Honolulu, Hawaii, May 4, 2008; PLATFORM presentation, 2008 Eastern Society for Pediatric Research Annual Meeting, Philadelphia, Pennsylvania, March 29, 2008.

Luciw, U. A., Cromley, J. G., & Snyder, L. E. (2008). Reading comprehension and component processes in biology: Comparisons across monolingual and bilingual English speakers. Poster presented at the 2008 annual conference of the American Educational Research Association, New York, NY.

Snyder, L. E., Cromley, J. G., & Luciw, U. A. (2008). Motivation for Biology Reading and for Biology Courses. Poster presented at the 2008 annual conference of the American Educational Research Association, New York, NY.

Foley, J. E. & Cromley, J. G. (2007). Text characteristics to support reading fluency: Do differences exist across grades and genres? Poster presented at the Fourteenth Annual Meeting of the Society for the Scientific Study of Reading, July, 2007, Prague, Czech Republic.

Cromley, J. G., Snyder, L. E., & Tanaka, J. (2007). Cognitions and emotions of science majors while reading biology text. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.

Cromley, J. G., & Snyder, L. E. (2007). Testing the fit of the DIME model of reading comprehension with undergraduate students. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.

Cromley, J. G., & Azevedo, R. (2006, June). Is there more than one way to be a poor reader? Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Vancouver, BC, Canada.

Cromley, J. G., Olson, E.D., & Azevedo, R. (2006, April). Use of self-regulated learning with multiple representations in a hypermedia encyclopedia. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

JENNIFER G. CROMLEY, Ph.D. of 43 Mislevy, R., & Cromley, J. G. (2006, April). Task templates based on misconception research. Paper

presented in a symposium entitled Policies, methods, and capabilities to support continuous, diagnostic assessment in science and mathematics at the annual meeting of the American Educational Research Association, San Francisco, CA.

Azevedo, R., Greene, J.A., Moos, D.C., Winters, F.I., Cromley, J.G., & Godbole-Chadhuri, P. (2006, June-July). Is externally-regulated learning by a human tutor always effective in facilitating learning with hypermedia? Paper presented at the 7th International Conference of the Learning Sciences, Bloomington, IN.

Azevedo, R., Moos, D.C., Greene, J.A., Winters, F.W., & Cromley, J.G. (2006, April). Why don’t all adaptive scaffolding methods facilitate adolescents’ self-regulated learning with hypermedia? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Cromley, J. G., & Azevedo, R. (2005, August). Evidence Supporting the Direct and Inferential MEdiation (DIME) Model of Reading Comprehension. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Cromley, J. G., & Azevedo, R. (2005, June). Coordinating think-aloud data with the DIME model of reading comprehension. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Toronto, Ontario, CA.

Cromley, J. G., & Azevedo, R. (2005, April). Testing the fit of four variations of the Inferential Mediation model of reading comprehension. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

Cromley, J. G., & Azevedo, R. (2005). Testing the validity of three measures of strategy use in reading. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., & Green, J. A. (2005a, April). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., & Green, J. A. (2005b, April). Using computers as MetaCognitive tools to foster students’ self-regulated learning with hypermedia. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., Green, J. A., & Vick, J. E. (2005, April). Are all adaptive scaffolding methods equally effective in facilitating self-regulated learning with hypermedia. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

Azevedo, R., Moos, D., Winters, F. I., Green, J. A., Cromley, J. G., Olson, E. D., & Godbole Chaudhuri, P. (2005, April). Why is externally-regulated learning more effective than self-regulated learning with hypermedia? Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, CA.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G. & Azevedo, R. (2004). Testing the fit of three models of reading comprehension with

9th grade students. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Cromley, J. G. & Azevedo, R. (2004). Using think-aloud data to illuminate a model of high school reading comprehension. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Cromley, J. G., Azevedo, R., Moos, D., & Fried, D. (2004). Developmental patterns in searching for information in hypermedia. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Amsterdam, The Netherlands.

Levin, D. M., Azevedo, R., Winters, F. I., & Cromley, J. G. (2004). How does a teacher scaffold students’ self-regulated learning during a collaborative science inquiry investigation in Genscope? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., Levin, D. M., & Fried, D. (2004, April). Adaptive scaffolding and self-regulated learning with hypermedia: A developmental study. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Azevedo, R., Cromley, J. G., Winters, F. I., & Moos, D. (2004, April). Designing adaptive scaffolds in hypermedia to facilitate students’ self-regulated learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Cromley, J. G. (2003, April). What do reading tutors do? A naturalistic study of more- and less-experienced tutors in reading. Poster presented at the Annual meeting of the American Educational Research Association, Chicago, IL.

Corbin, C., Cromley, J., Doussard-Roosevelt, J., Favretto, F., & Pilato, V. (2003, March). What Maryland principals are saying about professional development schools. Paper presented at Staying The Course: PDS, an Anchor for P-16 Reform, The Maryland Professional Development School Network’s Second National Professional Development School Conference, Baltimore, MD.

Azevedo, R., Cromley, J. G., Winters, F. I., Xu, L., & Iny, D. (2003, July). Is strategy instruction effective in facilitating students' ability to regulate their learning with hypermedia?. Paper presented at the 2003 Artificial Intelligence in Education conference, Sydney, Australia.

Azevedo, R., Cromley, J. G., Seibert, D., & Tron, M. (2003, April). The role of co-regulated learning during students' understanding of complex systems with hypermedia? Paper presented at the annual meeting of the American Educational Research Assn., Chicago, IL.

Azevedo, R., Cromley, J. G., Thomas, L., Seibert, D., & Tron, M. (2003, April). Online process scaffolding and students' self-regulated learning with hypermedia. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Azevedo, R., Verona, M. E., & Cromley, J. G. (2002, November). Fostering learners’ collaborative problem solving with RiverWeb. Paper presented at the 2002 national Supercomputing conference, Virginia, November 16, 2002.

Azevedo, R., Ragan, S., Cromley, J. G., & Pritchett, S. (2002, April). Do different goal-setting conditions facilitate students' ability to regulate their learning of complex science topics with RiverWeb? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

JENNIFER G. CROMLEY, Ph.D. of 43 Azevedo, R., Seibert, D., Guthrie, J. T., Cromley, J. G., Wang, H., & Tron, M. (2002, April). How

do students regulate their learning of complex systems with hypermedia? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Cromley, J. G. (2001). Effective human tutoring in reading: Precursor to the design of an ILE. Paper presented at the 2001 Artificial Intelligence in Education conference, San Antonio, TX, May 19-23, 2001.

Azevedo, R., Verona, M. E., & Cromley, J. G. (2001, May). Fostering learners’ collaborative problem solving with RiverWeb. Paper presented at the 2001 Artificial Intelligence in Education conference, San Antonio, TX.

Cromley, J. (2000, June). What do we know about learning and how does teaching with computers fit in? Workshop presented at the Adult Learning and Technology conference, Washington, DC.

Cromley, J. (1992, October). Literacy and occupational health and safety. Roundtable at the American Public Health Association annual meeting, Washington, DC.

Regional/State Conferences

Cromley, J. G., Newcombe, N., Shipley, T. F., Tanaka, J., Perez, A. C., & Fitzhugh, S. (2009). Reasoning with visual representations in science: from basic processes to interventions. Paper presented at a symposium entitled The New Learning Sciences at the annual meeting of the Eastern Psychological Association, Pittsburgh, PA, March 5-8, 2009.

Cromley, J. G. (2005, November). Reading Comprehension and Adult Education. Pre-conference workshop presented at the Annual Meeting of the National Even Start Association, Arlington, VA.

Cromley, J. G. (2005, September). Adult Reading Development and Effective Instructional Strategies. Virginia Even Start Fall Institute, Richmond, VA.

Cromley, J. G. (2005, March). Adult Reading Development. Annual meeting of Tribal Even Start grantees, Arlington, VA.

Cromley, J. G. (2004, March). Fostering Reading Comprehension. Annual meeting of the National Center for Family Literacy, Long Beach, CA.

Cromley, J. G. (2003, June). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Wisconsin Department of Education, Wisconsin Dells, WI.

Cromley, J. G. (2003, April). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Reading/Writing Institute, Tuscarora Independent Unit 11, State College, PA.

Cromley, J. G. (2003, March). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Annual meeting of the National Center for Family Literacy, Long Beach, CA.

Cromley, J. G. (2002, October). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Annual meeting of the National Even Start Association, Washington, DC.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G. (2002, July). Learning to think, learning to learn: What the science of thinking and

learning has to offer adult education. Annual meeting of Even Start State Coordinators, Washington, DC.

Cromley, J. G. (2002, March). Learning from expert teachers: One-on-one tutoring. Workshop, Delaware Association for Adult and Community Education statewide annual conference, Dewey Beach, DE.

Cromley, J. (2002, February). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Pennsylvania Association for Adult and Continuing Education annual midwinter conference, Hershey, PA.

Cromley, J. (2001, June). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Louisiana annual summer teacher development conference, Alexandria, LA.

Cromley, J. G. (2001, March). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Keynote address, Delaware Association for Adult and Community Education statewide annual conference, Dewey Beach, DE.

Cromley, J. (1999, July). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. Maine annual summer teacher development conference, Orono, ME.

Invited Presentations (Annual Grantee Meetings)

Cromley, J. G., Newcombe, N., Wills, T. W., Wills, M., Karakus, M., & Batchelor, M. (2010) Teaching middle school students to reason with visual representations in science. Invited paper presented as part of a symposium entitled Seeing Concepts: Rethinking Math and Science Instruction at the Fifth Annual IES Research Conference, Oxon Hill, MD, June 28-30, 2010.

Kanno, Y., & Cromley, J. G. (2010). How many English language learners go to college? Paper presented at the AIR 2010 Annual Forum, Chicago, IL, May 30-June 2, 2010.

Cromley, J., & Horvat, E. (2010). Understanding STEM persistence: Memorizing, digesting and personal epistemology. Invited paper presented at the 2010 REESE Principal Investigators’ annual meeting, Arlington, VA, March 11-12, 2010.

Colloquia and Workshops

Cromley, J. G. (2016). From Dissertation to Research Program. Member of a panel presentation to Division C Graduate Student Workshop, American Educational Research Association 2016 annual meeting, April 7, 2016.

Cromley, J. G. (2015). Undergraduate STEM Achievement and Retention:Cognitive, Motivational, and Institutional Factors and Solutions. Presentation at the UIUC Engineering Education Colloquium, January 15, 2016.

Cromley, J. G. (2015). Tracking Motivation for STEM from HS through Freshman Year. Presentation at the UIUC Engineering Education Colloquium, September 18, 2015.

Cromley, J. G. (2015). Undergraduate STEM Intervention: Cognition Affects Motivation; Motivation Affects Cognition. Presentation at the UIUC Cognitive Science of Teaching & Learning Brown Bag, September 8, 2015.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G. (2015). Securing Funding. Member of a panel presentation to Division C Graduate

Student Workshop, American Educational Research Association 2015 annual meeting, April 15, 2015.

Cromley, J. G. (2015). A Cognitive and Motivational Intervention to Improve Undergraduate Biology Achievement and Retention. Presentation at the UIUC Cognitive Science of Teaching & Learning Brown Bag, April 14, 2015.

Cromley, J. G (2014). Coordination of Multiple Mathematical Representations. Presentation at the UIUC Cognitive Science of Teaching & Learning Brown Bag, September 30, 2014.

Cromley, J. G., & Dai, T. (2014). Using Auxiliary Variables to Improve Convergence of GCMs when Data are MAR. Presentation at the UIUC QUERIES Brown Bag, September 23, 2014.

Cromley, J. G., D’Antonio, M., & Chang, B. L. (2014). Competitive STEM Courses, Student Goals, and Well-Being. Presentation at the UIUC Counseling Psychology Brown Bag, September 17, 2014.

Cromley, J. G. (2014). Sketching from an Educational Psychology Perspective. Presentation at an invited workshop in Sketching and Education sponsored by the Spatial Intelligence and Learning center. Evanston, IL, May 7-10, 2014.

Comprehension of Algebraic Expressions. Colloquium organized at the Temple College of Education on the occasion of a visit from Natalie Ott, M.Ed., University of Saarland, June 20, 2013 (Nora Newcombe, Julie Booth, Jennifer Cromley, Maria Lorenz, Temple University; Christine Massey, University of Pennsylvania; Natalie Ott, University of Saarland).

Teaching Middle School Students to Comprehend Science Diagrams. Invited presentation at the University of Delaware College of Education and Human Development colloquium series, May 9, 2013.

Structural Equation Modeling 101. Workshop sponsored by CAPES and hosted by the Department of Psychology, Universidade Federal do Rio Grande do Sul, September 24-25, 2012. Porto Alegre, Brazil

Cromley, J. G. (2012). Analyzing events across time. Methodological mentor presentation to the Social Science Data Library Quantitative Brown Bag. Temple University, April 24, 2012.

Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Newcombe, N., Wills, T. W., & Shipley, T. F. (2011). Instructing Diagrammatic Reasoning in Chemistry: Pretest Results and Intervention Design. Presentation at an invited workshop of the Adaptable and Adaptive Multimedia Systems project at the Knowledge Media Research Center. Tuebingen, Germany, December 2-3, 2011.

Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Newcombe, N., Shipley, T. F., Tanaka, J. C., & Wills, T. W. (2011). Improving high school biology knowledge by teaching diagram comprehension. Presentation at the Metro Engagement Forum. Temple University, February 22, 2011.

Cromley, J. G., Newcombe, N., Tanaka, J. Shipley, T. F., Fitzhugh, S., Perez, A. C., & Bergey, B., (2010). Teaching diagrammatic reasoning: Conventions of diagrams versus coordinating text and diagrams. Presentation to the Spatial Intelligence and Learning Center, Department of Psychology, Temple University, March 30, 2010.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G. (2009). Educational Research Grants. Presentation to the Educational Psychology

Graduate Students’ Organization, Temple University, November 3, 2009.

Cromley, J. G. (2009). Surviving the Dissertation. Presentation to Division C Graduate Student Workshop, American Educational Research Association 2009 annual meeting, April, 2009

Cromley, J. G. (2009). Creative uses of RefWorks in teaching. Presentation to the Instructional Technology Users Group (ITUG), Temple University, April 9, 2009.

Cromley, J. G. (2008). The 21st century center on cognition and science instruction. Presentation to the Math/Science Ed.D. student group, Temple University, September 23, 2008.

Cromley, J. G. (2008). How to get research experience. Presentation to the Educational Psychology Doctoral Students’ Organization, Temple University, September 23, 2008.

Kanno, Y., & Cromley, J. G. (2008). English language learners’ access to and attainment in postsecondary education. Presentation to the College of Education colloquium, Temple University, October 15, 2008.

Cromley, J. G. (2008). Verbalizations while reading or learning. Presentation to the SSDL quantitative brown bag seminar, Temple University, April 25, 2008.

Cromley, J. G. (2008). Diagrams: The Language of learning, teaching, and doing biology. Biology department seminar, Temple University, February 25, 2008.

Cromley, J. (2008). Making connections in reading comprehension. Big Ideas in Education speaker series, College of Education, Temple University, February 13, 2008.

Cromley, J. G., Snyder, L. E., Luciw, U. A., & Mendelsohn, T. (2007). Diagrammatic reasoning in biology texts. Presentation to the Spatial Intelligence and Learning Center, Department of Psychology, Temple University, July 24, 2007.

Cromley, J. G., Snyder, L. E., & Luciw, U. A. (2006, November). “Psychotic” T cells and antigens: Word reading, vocabulary, and comprehension of science text. Linguistics and Language colloquium, Temple University, November 29, 2006.

Cromley, J. G. (2006, March). Is there more than one way to be a poor reader? Psychological Studies in Education colloquium, Temple University, March 15, 2006.

Cromley, J. G., Azevedo, R., Moos, D., & Fried, D. (2004, June). Middle school, high school, and undergraduate students searching for information in hypermedia. University of Amsterdam, Graduate School of Teaching and Learning, June 25, 2004.

Cromley, J. G. & Azevedo, R. (2003, April). Testing four variations of the Inferential Mediation Model with 9th grade students. UMCP Educational Psychology Colloquium, April 15, 2004.

Cromley, J. G. & Azevedo, R. (2003, April). Testing three models of reading comprehension with 9th grade students. UMCP Educational Psychology Colloquium, September 30, 2003.

Cromley, J. G. & Azevedo, R. (2003, April). Testing three models of reading comprehension with 9th grade students. UMCP Graduate Research Interaction Day, April, 2003.

Cromley, J. G. (2002, April). Scaffolding techniques of expert tutors. UMCP Graduate Research Interaction Day, April 11, 2002.

JENNIFER G. CROMLEY, Ph.D. of 43 Cromley, J. G. (2002, March). What do reading tutors do?: Instructional, cognitive, and

motivational moves of expert and novice reading tutors. UMCP College of Education Graduate Research Conference, March 15, 2002.

Cromley, J. G. (2001, September). Tutoring moves of more-and less experienced reading tutors. UMCP Educational Psychology Colloquium, September 17, 2001.

COMMITTEE MEMBERSHIPS Member, Metacognition [In Medical Education and Medical Practice] Task Force, National Board of Medical Examiners, Philadelphia, PA, September 13-14, 2015.

Invited August 23, 2013 to Kavli Frontiers of Science symposium (by special invitation only) by the National Academy of Sciences (declined).

Invited commentator at a workshop of the Adaptable and Adaptive Multimedia Systems project at the Knowledge Media Research Center. Tuebingen, Germany, December 2-3, 2011. [Informal external review/comment group from Temple, UC Irvine, U of Frankfurt, and McGill U.]

Invited to Kavli Frontiers of Science symposium (by special invitation only) by the National Academy of Sciences (declined).

Invited to join Adult Literacy Instruction committee of the National Academy of Sciences, December, 2008 (declined).

Member, Even Start Expert Work Group: Featured Sites Project, National Center for Family Literacy, 2002-2005

Member, Practitioner and Practitioner-Researcher subgroups, NIFL/NCSALL Reading Research Working Group on Research-Based Practices for ABE Reading Instruction, 2001-2002

Member, Advisory Board, National Longitudinal Study of Adult Literacy, National Center for the Study of Adult Learning and Literacy, 1998-2001

COURSES TAUGHT

EPSY 480 Educational Statistics (online). Focus on conducting, interpreting, and critically reading educational statistics. Taught spring, 2015; spring, 2016; spring 2019

Educ 5325 Introduction to Statistics and Research (online and in-person). Focus on conducting, interpreting, and critically reading educational statistics.

EdPsy 523 Educational Psychology. Overview of Educational Psychology; major theories and areas of research, introduction to common research methods. Critical reading of and writing about journal articles in Educational Psychology.

EPSY 580 Statistical inference in education. Intermediate statistical methods in education; includes probability theory, distribution theory, interval estimation, hypothesis testing, regression and correlational analysis, and analysis of variance. Adapted for R, taught Fall 2017

Ed Psy 985 Cognitive and Motivational Foundations of Comprehension. Critical reading of and writing about research on cognitive predictors of reading comprehension, motivational predictors of reading comprehension, and the effect of motivation on cognition. Implications for theory, research methods, data analysis, and teaching.

JENNIFER G. CROMLEY, Ph.D. of 43 EPSY 400 Learning Theories and Education. Introduction to major contemporary theories in educational psychology. Critical reading of and writing about journal articles in Educational Psychology. Taught Spring 2017, Spring 2018

Ed Psy 8960 Special Topics: Growth Curve Modeling (online). Advanced graduate statistics course; applications to analyzing longitudinal data.

Ed Psy 8735 Proseminar in Learning. Advanced doctoral seminar in educational psychology, with a focus on the learning sciences.

EPSY 8970 [Developed Fall, 2011-Spring 2012 with doctoral student Ting Dai; taught for the first time Fall 2012] Special Topics: Secondary Data Analysis. Advanced graduate statistics course; applications to analyzing data collected by government agencies and others.

EPSY 8826 [Developed Spring-Summer 2013 with 5 doctoral students] Taught for the first time Fall 2013.

EPSY 403 Research Methods in the Learning Sciences. Developed Spring-Summer, 2015. New ApPLES course.

EPSY 590 Advanced Seminar in Educational Psychology: Multimedia Comprehension. Developed Spring-Summer, 2015 [Taught as an independent study Fall, 2015].

Advanced Seminar in Educational Psychology: Growth Curve Modeling. Adapted for R and taught Spring, 2017.

EPSY 581 Applied Regression Analysis. Developed Fall, 2015; taught for the first time Spring 2016.

SERVICE ACTIVITIES

UIUC University-Level Service Elected as Faculty Senator by the Department of Educational Psychology, August 2015-May 2017 and August 2017-May 2019. Member, Senate Committee on Information Technology, August 2016-May 2018 and August 2018-May 2019. Member, Graduate College Postdoctoral Affairs Advisory Committee, AY 2015-16.

UIUC College of Education Member, Ad Hoc IDEALL Lab Committee, September, 2017-present Member, Ad Hoc O’Leary Learning Center Design Committee, December, 2015-April, 2016 Member, Research Committee, 2014-2016, reviewed 3 award and 2 Hardie funding proposals April, 2015. Reviewed 2 award and 2 Hardie funding proposals April, 2016. Chair, Academic Programs Committee, August 2018-May 2020. Chair, Research Committee, August 2016- May 2018. Reviewer, COEGSC, reviewed 3 student proposals February, 2015 Invited speaker, COEGSC panel on writing successful submissions, March, 2015

UIUC Educational Psychology Department Member, EPSY Executive Committee, August, 2016-May, 2017 Member, QUERIES faculty search committee, fall 2016-December, 2017.

JENNIFER G. CROMLEY, Ph.D. of 43 Temple University Elected to the University Sabbatical Committee April, 2013 for the 2013-2014 academic year. Representative Faculty Senator, Spring, 2013-Spring, 2014. Elected Member, Research Programs and Policies Committee of the Faculty Senate for the 2009- 2010 through 2011-2012 term; re-elected for the 2012-2013 through 2013-2014 term.

TU College of Education Member, Sponsored projects staff search committee (for Director and Associate director), Fall, 2013. Member, Faculty Recognition and Resources Committee, Fall, 2012-Spring, 2013 Member, Science Education Search Committee, Fall, 2011 Member, Math Education and Science Education Search Committee, Spring, 2011 Informal review of Ed Psych NTTF applicants for Vice-Dean Byrnes, Spring, 2011 Member, Educational Psychology Faculty Search Committee, Fall, 2007 Member, College of Education Research Committee, 2005-2009 Member, External Funding Strategic Planning Ad Hoc Subcommittee, 2008 Member, College of Education Merit Committee, 2006

TU PSE/POLS Department Member, PSE Doctoral Core Ad Hoc Subcommittee, 2008 Faculty Advisor, Graduate Organization of Students in Educational Psychology (formerly known as Educational Psychology Graduate Students’ Organization), 2008-2013 TU Educational Psychology Program Member, Educational Psychology Graduate Admissions Committee, 2005-2014 Other Mentor to James Scholars: Logan Walther, Spring, 2015; Rachel Bentivenga and Rachel Granzin, Fall, 2015; Rachel Bentivenga, Rachel Granzin, and Emily Gajos, Spring, 2016; Chelsea Oleson, Fall, 2016-Spring, 2017, Amanda Gade, Spring, 2017, Margaret Wood, Fall, 2018, Tingting Rui, Spring, 2019. Presentation on “How to organize a study session” to Temple University Diamond Peer Teachers’ pre-semester training, August 24, 2012, January 18, 2013, and August 23, 2013. Mentor to Helena Vellinho Corso, visiting doctoral student (Intern) in cognitive psychology from Universidade Federal do Rio Grande do Sul, Brazil. Visiting at Temple 12/2011-3/2012; Graduated from UFRGS in December, 2012. Mentor to Natalie Ramos-Castillo, Ronald McNair Postbaccalaureate Fellow, May-June, 2009 and May-June, 2010 [In Spring 2013, Ms. Ramos-Castillo graduated with a Master’s degree from the Child Development Program at the Ericksen Institute, Chicago, IL]. Presentations to Future Faculty Fellows, October 20, 2005; January 21, 2006 International Consultations with psychology research teams regarding statistical analyses, sponsored by CAPES and hosted by the Department of Psychology, Universidade Federal do Rio Grande do Sul, September 26-28, 2012. Porto Alegre, Brazil Ph.D. Students Graduated Ting Dai (Summer, 2014)

JENNIFER G. CROMLEY, Ph.D. of 43 Currently a tenure-track Assistant Professor at UIC Bradley W. Bergey (Fall, 2013) Currently a tenure-track Assistant Professor at Queens College, CUNY Amy Heath (Spring, 2013) Currently Associate Professor of Practice and chair of Physical Therapy at Simmons University Anthony C. Perez (Fall, 2011) Currently Assistant Professor at Old Dominion University Post-doctoral Fellows Supervised Brian Miller (2011-2013) Currently a tenure-track Assistant Professor at Towson University (Associate Professor with tenure as of fall 2019) Ting Dai (2014-2015) Currently a tenure-track Assistant Professor in Educational Psychology at University of Illinois at Chicago Martin Van Boekel (2016-2017) Currently a non-tenure track Assistant Professor at the University of Minnesota UIUC Master’s, Early Research Project, and Qualifying Examination Committees Advisor, Early Research Project committee, Andrea Kunze, EPSY, March 15, 2019. Member, General Field Qualifying Examination committee, Sarah-Elizabeth DeShaies, EPSY, May, 2019. Member, General Field Qualifying Examination committee, Sherry Yi, EPSY, April, 2019. Member, Master’s committee, Gözde Tosun, CI, November 16, 2018. Member, Master’s committee, Sarah-Elizabeth DeShaies, EPSY, October 15,2018. Member, Early Research Project committee, Lisa Skultety, CI, October 31, 2014. Member, Special Field Qualifying Examination committee, Shufeng Ma, EPSY, December 12, 2014. UIUC Dissertation Committees Member, Doctoral Dissertation Committee (EPOL), Ellen Ambuehl, Ed.D. (Prelim 8/2017, final 3/2019) Member, Doctoral Dissertation Committee (EPOL), Raghida Abdallah Yassine (Prelim 12/2018) Member, Doctoral Dissertation Committee (ENG), Nicole Johnson-Glauch, Ph.D. (Prelim 11/2016; Final 11/2018) Member, Doctoral Dissertation Committee (EPSY), Tuyet-Mai Hoang (Prelim 11/2018) Member, Doctoral Dissertation Committee (ENG), Brian Faulkner, Ph.D. (Prelim 11/2016; Final 6/2018) Member, Doctoral Dissertation Committee (EPOL), HyeJin “Tina” Yeo (Prelim 5/2018) Member, Doctoral Dissertation Committee (CHEM), Jose Zavala (Prelim 10/2017) Member, Doctoral Dissertation Committee (EPOL), Scott Woods, Ed.D. (Prelim 3/2016, final 11/2016) Member, Doctoral Dissertation Committee (EPSY), Jingjing Sun, Ph.D. (Prelim 1/2015; final defense 7/2015) Co-chair, Doctoral Dissertation Committee (EPSY), Shufeng Ma, Ph.D. (Prelim 5/2015; final defense 5/2017)

JENNIFER G. CROMLEY, Ph.D. of 43 TU Doctoral Dissertation Committees (Admitted to the Graduate Faculty Spring, 2006; Admitted to supervise dissertations October, 2007) Member, Doctoral Dissertation Committee (Math/Science Education), Shawn Hanrahan. (Proposal

defense, 8/2015) Member, Doctoral Dissertation Committee (Educational Psychology), Christina Barbieri Doherty.

(Proposal defense, 12/2014, final defense 6/2015) Member, Doctoral Dissertation Committee (Urban Education), Briana L. Chang. (Proposal defense,

3/2014, final defense 5/2015) External Member, Doctoral Dissertation Committee (Educational Psychology), Kelly McGinn.

(Final defense 3/2015) Chair, Doctoral Dissertation Committee (Educational Psychology), Ting Dai. (Proposal defense,

10/2013, Final defense 5/2014) Chair, Doctoral Dissertation Committee (Educational Psychology), Bradley W. Bergey. (Proposal

defense, 1/2013, Final defense 11/2013) Member, Doctoral Dissertation Committee, TESOL, Curriculum Instruction and Technology in

Education, Seong Mae Ryoo, Ed.D. (Proposal defense 5/2008; final defense 5/2013) Member, Doctoral Dissertation Committee (Music Education, Boyer School), Mary Kate Newell,

Ph.D. (Proposal defense 4/2011; final defense 4/2013) Member, Doctoral Dissertation Committee (Educational Psychology), Melissa Karakus. (Proposal

defense, 1/2013) Chair, Doctoral Dissertation Committee (Educational Psychology), Amy Heath, DPT, Ph.D.

(Proposal defense, 8/2012; final defense 4/2013) Member, Doctoral Dissertation Committee (School Psychology), Todd Mendelsohn (Proposal

defense 12/11; withdrew from committee due to sabbatical Spring 2012) Chair, Doctoral Dissertation Committee (Educational Psychology), Anthony C. Perez, Ph.D.

(Proposal defense, 12/2010; final defense 11/2011) Member, Doctoral Dissertation Committee (Music Education, Boyer School), Jennifer Dodd, Ph.D.

(Proposal defense 3/2011; final defense 11/2011) External Member, Doctoral Dissertation Committee (Psychology, College of Liberal Arts), Shannon

L. Fitzhugh, Ph.D. (Proposal defense 2/2011; final defense 9/2011) Member, Doctoral Dissertation Committee (Music Education, Boyer School), Jill Reese, Ph.D.

(Proposal defense 3/2010, Dissertation defense 4/2011) External Member, Doctoral Dissertation Committee (Urban Education), Cara Moore, Ph.D. (Final

defense 2/2011) External Member, Doctoral Dissertation Committee (Communication Sciences and Disorders,

College of Health Professions), Raúl Rojas, Ph.D. (Final defense 8/2010) Member, Doctoral Dissertation Committee (School Psychology), Krista D’Albenzio, Ph.D. (Final

defense 12/2010) Member, Doctoral Dissertation Committee (Music Therapy, Boyer School), Laurel Young, Ph.D.

(Final defense 12/2010) External Member, Doctoral Dissertation Committee (Teaching English to Speakers of Other

Languages), P. Catherine Almon, Ed.D. (Final defense 4/2010) Member, Doctoral Dissertation Committee (Music Therapy, Boyer School), Carol Shultis (Proposal

defense 2/2010) Member, Doctoral Dissertation Committee (Counseling Psychology, Psychological Studies in

Education), Felipe Fuentes, Ph.D. (Proposal defense 1/07, Final defense 6/09)

JENNIFER G. CROMLEY, Ph.D. of 43 Member, Doctoral Dissertation Committee (Educational Psychology, Psychological Studies in

Education), Matthew Bernacki, Ph.D. (Proposal defense 1/09, final defense 5/10) Member, Doctoral Dissertation Committee (Educational Psychology, Psychological Studies in

Education), David Timony, Ph.D. (Final defense 4/09) Member, Doctoral Dissertation Committee (Educational Psychology, Psychological Studies in

Education), Marissa Kiepert Truong, Ph.D. (Final defense 4/09) Member, Doctoral Dissertation Committee (Math Education, Curriculum Instruction and

Technology in Education), Charles Kimber, Ed.D. (Final defense 12/08) Member, Doctoral Dissertation Committee, Literacy Education, Curriculum Instruction and

Technology in Education), Marilyn Murphy, Ed.D. (Final defense 4/08) Member, Doctoral Dissertation Committee, Educational Psychology, Psychological Studies in

Education), Anita Aguilar, Ph.D. (Final defense 4/08) External Member, Doctoral Dissertation Committee (Special Education, Psychological Studies in

Education), Tamara Willis, Ph.D. (Final defense 3/07)

Journal Review Service Editorial Positions Associate Editor, Cognition & Instruction, August, 2015-August, 2017 Associate Editor, Journal of Experimental Education, January, 2014-December, 2015 (with continued editorial duties through April, 2016 on manuscripts submitted in 2015). Special issue co-editor with P. Karen Murphy of Pennsylvania State University, Special issue of Contemporary Educational Psychology on classroom interventions. Published January, 2015.

Editorial Board Membership Member, Editorial Board, Contemporary Educational Psychology, 2006-present Member, Editorial Board, Journal of Educational Psychology, 2008-present Member, Editorial Board, Metacognition and Learning, 2012-present Member, Editorial Board, Scientific Studies of Reading, 2012-present Member, Editorial Board, Learning and Instruction, 2010-present Member, Editorial Board, Reading Research Quarterly, 2012-2013, annually 2015 through 2019 (fixed terms) Member, Editorial Board, Educational Psychology Review, 2010-present Member, Editorial Board, Educational Psychology: An International Journal of Experimental Educational Psychology, 2016-present Member, Editorial Board, Instructional Science, 2018-present Member, Editorial Board, American Educational Research Journal [Section on Teaching, Learning, and Human Development—TLHD], 2007-2010 Ad Hoc Review Service Ad Hoc Reviewer, American Educational Research Journal, 2007, 2012, 2015, 2017-2019 Ad Hoc Reviewer, British Journal of Educational Psychology, 2010-2013, 2018-2019 Ad Hoc Reviewer, Discourse Processes, 2007-2009, 2010, 2017-2019 Ad Hoc Reviewer, Journal of Experimental Education, 2012-2013, 2015, 2017-2019 Ad Hoc Reviewer, Teaching and Teacher Education, 2019 Ad Hoc Reviewer, Cognition & Instruction, 2018 Ad Hoc Reviewer, Community Literacy Journal, 2008

JENNIFER G. CROMLEY, Ph.D. of 43 Ad Hoc Reviewer, Computers & Education, 2006, 2010, 2018 Ad Hoc Reviewer, Contemporary Educational Psychology, 2001-2006 Ad Hoc Reviewer, Educational Assessment (UCLA), 2017-2018 Ad Hoc Reviewer, Educational Psychologist, 2005, 2013, 2015, 2017 Ad Hoc Reviewer, Educational Psychology, 2015 Ad Hoc Reviewer, Educational Psychology: An International Journal of Experimental Educational Psychology, 2015 Ad Hoc Reviewer, European Journal of Educational Psychology, 2012, 2017-2018 Ad Hoc Reviewer, Instructional Science, 2001-2007, 2012-2018 Ad Hoc Reviewer, Journal of Applied Research in Memory and Cognition, 2017 Ad Hoc Reviewer, Journal of Child Psychology and Psychiatry, 2009-2013 Ad Hoc Reviewer, Journal of Computer Assisted Learning, 2013 Ad Hoc Reviewer, Journal of Educational Computing Research, 2007-2014, 2018 Ad Hoc Reviewer, Journal of Educational Psychology, 2005-2007 Ad Hoc Reviewer, Journal of Engineering Education, 2016, 2018 Ad Hoc Reviewer, Journal of Experimental Psychology: Learning, Memory and Cognition, 2017 Ad Hoc Reviewer, Journal of Geoscience Education, 2017 Ad Hoc Reviewer, Journal of Language, Identity & Education, 2016 Ad Hoc Reviewer, Journal of Learning Analytics, 2014-2015 Ad Hoc Reviewer, Journal of Research in Reading, 2016 Ad Hoc Reviewer, Journal of Research on Adolescence, 2017 Ad Hoc Reviewer, Journal of the Learning Sciences, 2008 Ad Hoc Reviewer, JREE, 2010 Ad Hoc Reviewer, Learning and Individual Differences, 2010- 2014, 2017 Ad Hoc Reviewer, Learning and Instruction, 2010 Ad Hoc Reviewer, Mathematical Thinking and Learning, 2016 Ad Hoc Reviewer, Metacognition and Learning, 2007-2012 Ad Hoc Reviewer, Psychological Science Ad Hoc Reviewer, Reading & Writing, 2013, 2017 Ad Hoc Reviewer, Reading Psychology, 2006-2009 Ad Hoc Reviewer, Review of Educational Research, 2015, 2017-2018 Ad Hoc Reviewer, Science Education, 2013 Ad Hoc Reviewer, Scientific Studies of Reading, 2008, 2010 Ad Hoc Reviewer, Wiley Interdisciplinary Reviews: Cognitive Science, 2009 Ad Hoc Reviewer, Written Language and Literacy, 2016

Conference Service

Facilitator, “Youth Conference” at the Annual Meeting of the American Educational Research Association, Toronto, ON, April 5, 2019.

Chair, “Motivation, Engagement, and Achievement in STEM Learning” at the Annual Meeting of the American Educational Research Association, Toronto, ON, April 7, 2019.

Mentor to Robert Danielson, Ph.D., AERA Division C New Faculty Mentoring Program, April 5, 2019

Mentor to Teresa Ober, AERA Division C Graduate Student Mentoring Program, April 4, 2019. Member, AERA Division C Best Graduate Student Paper Award Committee (March, 2019).

JENNIFER G. CROMLEY, Ph.D. of 43 Mentor to Christine Bae, Ph.D., AERA Division C New Faculty Mentoring Program, April 27,

2017. Chair, “Fostering Engagement, Motivation, and Achievement in Engineering Education” at the

Annual Meeting of the American Educational Research Association, San Antonio, TX, April 27-May 1, 2017.

Member, Scientific Review Committee for the 2016 biennial meeting, Special Interest Group 2 of the European Association for Learning and Instruction (EARLI) October, 2015-March, 2016.

Mentor to Daniel Spencer and Daniel Reynolds, AERA Division C Graduate Student Seminar, April 7-8, 2016, Washington, DC.

Mentor to Mengyi (Elaine) Li, AERA Division C Graduate Student Seminar, April 15-16, 2015, Chicago, IL.

Mentor to Katherina Schenke, UC Irvine, AERA Division C Graduate Student Seminar, April 2-3, 2014, Philadelphia, PA.

Discussant of a symposium entitled “Current directions in adolescent literacy,” at the 19th annual meeting of the Society for the Scientific Study of Reading, Montreal, CA, July 11-14, 2012.

Chair, Pre-Conference Workshop, Society for the Scientific Study of Reading, 2012 annual meeting, Montreal, CA (Organizing: July, 2011-July, 2012. Workshop: July 11, 2012).

Chair, Division C Graduate Student Workshop, American Educational Research Association 2011 annual meeting (April 7-8, 2011).

Member, AERA Division C Best Poster Award Committee (March, 2011 review and April 2013 review).

Chair, “Comprehension” at the 2010 annual meeting of the Society for the Scientific Study of Reading, Berlin, Germany, July 7-10, 2010.

Co-chair, Division C Graduate Student Workshop, American Educational Research Association 2010 annual meeting (April 29-30, 2010)

Presider, "Discourse and Argumentation in Undergraduate Biology" at the 2010 annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA, March 24, 2010.

Chair, “Innovations in researching STEM teaching and learning: Measures, methods and data analysis” at the at the 2010 REESE Principal Investigators’ annual meeting, Arlington, VA, March 11-12, 2010.

Program co-chair, Division C, Section 5, American Educational Research Association 2009 annual meeting, April, 2009

Session Chair, Technology research: Research on web-based learning, at the 2007 annual conference of the American Educational Research Association, Chicago, IL.

Proposal Reviewer, National Council of Teachers of Mathematics Research Conference, 2013 Proposal Reviewer, AERA annual meeting, Vocabulary SIG, 2006-2007 Proposal Reviewer, American Educational Research Association annual meeting, Division C, 2001-

present Proposal Reviewer, American Psychological Association annual convention, Division 15, 2006-

2009, 2013, 2014 Proposal Reviewer, Cognitive Science Society annual meeting, 2002 Association Service

Reviewer, American Psychological Association, Division 15, Conference small grant review, October, 2012.

JENNIFER G. CROMLEY, Ph.D. of 43 Book Review Service

Reviewer of a book prospectus for Oxford University Press, March, 2019. Reviewer of a chapter in R. Zheng (Ed.). Strategies for deep learning with digital technology: Theories and practices in education for Nova Science Publishers, June, 2017 Reviewer of a book prospectus for Routledge, September, 2015. Reviewer of a book prospectus for Taylor & Francis, August, 2013. Reviewer of a book prospectus for SAGE Publishers, December, 2008. Grant Proposal Review

National Science Foundation, ECR program, ad hoc grant proposal review, November, 2018 National Science Foundation, [EHR program], rotating panel member, grant proposal review, July,

2018 National Science Foundation, IUSE program, ad hoc grant proposal review, January, 2017 National Science Foundation, iTEST program, rotating panel member, grant proposal review,

January, 2015 National Science Foundation, DLS program, ad hoc grant proposal review, September, 2014 Institute for Education Sciences, US Department of Education, Reading/Writing grant proposal

review standing panel—Fall, 2011-Spring 2014 (review panels met twice/yr through Spring, 2013)

NWO Dutch VENI (emerging scholar) Program, ad hoc grant proposal reviewer, March, 2015, March, 2016.

NWO Dutch Programme Council for Educational Research (PROO), ad hoc grant proposal reviewer, October, 2012

Social Sciences and Humanities Research Council, Government of Canada, Insight Grants research Program, ad hoc review of one proposal each, February, 2012; January, 2015.

Institute for Education Sciences, US Department of Education, Reading/Writing, rotating panel member, grant proposal review, February, 2011

Institute for Education Sciences, US Department of Education, i3 (Investing in Innovation) rotating panel member, grant proposal review, June-July, 2010

Institute for Education Sciences, US Department of Education, Reading for Understanding, single session panel, grant proposal review, February, 2010

National Science Foundation, REESE program, ad hoc grant proposal review, February, 2010 National Science Foundation, REESE program, rotating panel member, grant proposal review,

January, 2009 National Science Foundation, REESE program ad hoc grant proposal review, February, 2009 National Institute for Literacy, LINCS Basic Skills Collection proposal reviewer, September, 2006 U.S. Department of Education, Tribal Even Start grant program, May, 2004 and May, 2005 D.C. Department of Human Services, Welfare-to-Work Education grant program, 2004 D.C. Department of Human Services, Even Start grant program, September, 2001-2003

Department of Human Development, UMCP

Coordinator, UMCP Educational Psychology Colloquium, 2002-2003 Presentation on the job search process for the UMCP Human Development Graduate Student Organization, April, 2005

JENNIFER G. CROMLEY, Ph.D. of 43 Presentation on “What I wish I’d known . . .” for the UMCP Human Development Graduate Student Organization, May, 2005

Volunteer Tutoring and Training Activities

Volunteer adult literacy teacher trainer, Academy of Hope, Washington, DC, 1999-2004 Volunteer adult literacy teacher trainer, Washington National Cathedral Literacy Program, Washington, DC, 2000-2003 Volunteer tutor, SPARC program (remedial high school reading program), Montgomery Blair High School, Silver Spring, MD, 2001-2003

curriculum vita jennifer g. cromley, ph.d. · 2020-01-13 · curriculum vita jennifer g. cromley,...

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