Professor, University of Pittsburgh Department of Psychology
Senior Scientist, Learning Research and Development Center
Abramovich, S., Schunn, C. D., & Higashi, R. M. (In press). Are badges useful in education?: It depends upon the type of badge and learner expertise. Educational Technology Research & Development.
Chan, J., Dow, S. P., & Schunn, C. D. (In press). Do the best designs ideas (really) come from conceptually distant sources of inspiration? Design Studies.
Egan, P. F., Cagan, J. C., Schunn, C. D., & LeDuc, P. R. (In press). Design of Complex Biologically Based Nanoscale Systems Using Multi-Agent Simulations and Structure-Behavior-Function Representations. Journal of Mechanical Design.
Chan, J., & Schunn, C. D. (2014). The impact of analogies on creative concept generation: Lessons from an in vivo study in engineering design. Cognitive Science.
Chan, J., Schunn, C., & Dow, S. (2014). Overreliance on conceptually far sources decreases the creativity of ideas. Paper presented at the 36th Annual Meeting of the Cognitive Science Society, Quebec City, Canada.
Cox, C., Reynolds, B., Schuchardt, A., & Schunn, C. D., (2014). How do secondary level biology teachers make sense of using mathematics in engineering design-based lessons about describing and predicting a biological process? In L. Annetta & J. Minogue (Eds.), Achieving science and technological literacy through engineering design practices. Springer
Egan, P. F., Schunn, C. D., Cagan, J., & LeDuc, P. R. (2014). Suprisingly stochastic: Learning and application of emergent behavior using interactive simulations of nano-mechanical biological systems. COGSCI 2014: The Annual Meeting of the Cognitive Science Society.
Falakmasir, M. H., Ashley, K. D., Schunn, C. D., & Litman D. J. (2014). Identifying thesis and conclusion statements in student essays to scaffold peer review. Proceedings 12th International Conference on Intelligent Tutoring Systems (ITS). Honolulu, HI.
Jang, J. & Schunn, C. D. (2014). A framework for unpacking cognitive benefits of distributed complex visual displays. Journal of Experimental Psychology: Applied, 20(3), 260-269.
Kirschenbaum, S. S., Schunn, C. D., & Trafton, J. G. (2014). Visualizing uncertainty: The impact on performance. Human Factors, 56(3), 509-520.
Liu, A. S., & Schunn, C. D. (2014). Applying math onto mechanism: Investigating the relationship between mechanistic and mathematical understanding. COGSCI 2014: The Annual Meeting of the Cognitive Science Society.
Richey, J. E., Phillips, J. S., Schunn, C. D., & Schneider, W. (2014). Is the link from working memory to analogy causal? No analogy improvements following working memory training gains. (2014). PLoS ONE, 9(9).
Abramovich, S., Schunn, C., & Correnti, R. (2013). The role of evaluative metadata in an online teacher resource exchange. Educational Technology Research & Development, 61(6), 863-883.
Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning Through Case Comparisons: A Meta-Analytic Review. Educational Psychologist, 48 (2), 87-113.
Apedoe, X., & Schunn, C. D. (2013). Strategies for Success: Uncovering what makes students successful in design and learning. Instructional Science, 41(4), 773-791.
Bathgate, M., Schunn, C. D. (2013). Exploring and Encouraging Metacognitive Awareness in Novice Music Students. In M. Stakelum (Ed.), Developing the Musician, SEMPRE Studies, Psychology of Music Series.
Bathgate, M., Schunn, C., & Correnti, R. (2013). Children's Motivation Toward Science Across Contexts, Manner of Interaction, and Topic. Science Education, 98(2), 189-215.
Crowell, A. J., & Schunn, C. D. (2013). The Context-Specificity of Scientifically Literate Action: Key Barriers and Facilitators Across Contexts and Contents. Public Understanding of Science.
Crowell, A., & Schunn, C. (2013). The context-specificity of scientifically literate action: Key barriers and facilitators across contexts and contents. Understanding Science, 1-16.
Falakmassir, M. H., Ashley, K. D., & Schunn, C. D. (2013). Using Argument Diagramming to Improve Peer Grading of Writing Assignments.Proceedings of the 1st Workshop on Massive Open Online Courses (moocshop) at the 16th Annual Conference on Artificial Intelligence in Education (AIED 2013). Memphis, TN.
Fu, K., Chan, J., Cagan, J., Kotovsky, K., Schunn, C., & Wood, K. (2013). The Meaning of “Near” and “Far”: The Impact of Structuring Design Databases and the Effect of Distance of Analogy on Design Output. Journal of Mechanical Design, 135(2), 1-12.
Fu, K., Chan, J., Schunn, C. D., & Cagan, J. (2013). Expert representation of design repository space: A comparison to and validation of algorithmic output. Design Studies, 34(6), 729-762.
Liu, A., Newsome, J., Schunn, C. D., & Shoop, R. (2013). Kids learning to program in about half the time. Tech Directions, March, 16-19.
Liu, A., Schunn, C., Flot, J. & Shoop, R. (2013). The role of physicality in rich programming environments. Computer Science Education, 23(4), 315-331.
Moss, J., Schunn, C.D., Schneider, W., McNamara, D. S. (2013). The nature of mind wandering during reading varies with the cognitive control demands of the reading strategy. Brain Research, 1539, 48-60.
Joel Chan and Christian Schunn's research on analogies was used in the article "How to Think Like an Engineer" from Design News.
A list of recent LRDC award recipients is on page 18 of the August 28 issue of the University Times. Einat Heyd-Metzuyanim, Melissa Libertus, Diane Litman, Charles Perfetti, Christian Schunn, Natasha Tokowicz, Tessa Warren, and Jingtao Wang were all mentioned.
Joel Chan and Christian Schunn's research was mentioned in class the Business Insider, "This Cognitive Tool Helped Thomas Edison Discover His Inventions."
Joel Chan and Christian Schunn’s research on analogies was mentioned in a recent National Geographic blog "Where Do New Ideas Come from?"
Christian Schunn was mentioned in a LinkedIn article on the Secret Skill Behind Being an Innovator.
March 31, 2014
"Understanding and improving curriculum materials design practices for effective large-scale implementation in science" Christian Schunn Co-PI with D. Bernstein, S. Mckenney, B. Drayton, J. Barber (together with TERC, UC Berkeley, University of Twente), 10/1/13 - 9/30/16.
10/1/2013 - 9/30/2016
National Science Foundation
"Building a theory of badges for computer science education" Christian Schunn, PI, CoPI R. Shoop (together with CMU).
9/1/13 - 8/31/16
National Science Foundation
Panther Learning, a company that builds writing skills through its SWoRD Peer Review teaching software, is featured in the Pittsburgh Post Gazette
Pittsburgh Post Gazette
Chris Schunn was quoted as a "STEM education researcher at the University of Pittsburgh's Learning Research and Development Center"
July 30, 2012
Pittsburgh Post Gazette
Kevin Crowley and Chris Schunn's Science Activation Lab was the inspiration for a Spark Strategy Session sponsored by the Sprout Fund on July 26th.
July 26, 2012
LRDC Senior Scientist Chris Schunn and Graduate Student Jooyoung Jang Published Their Results About Engineering Students Who Use Digital Devices Such as SMARTTM Boards in the April Issue of the Journal of Mechanical Design.
May 10, 2012
Journal of Mechanical Design
Schunn Named Fellow by the American Association for the Advancement of Science
January 9, 2012
CIDDE Lecture on How to Motivate Students in the Classroom presented by Christian Schunn
October 27, 2011
Student inventors offer possible improvements
March 3, 2011
Pittsburgh Tribune Review
Area High School Students Exhibit Inventions, Vie for Internship During Pitt's Sixth Annual High School Innovative Design Competition
February 24, 2011
Soldiers and Sailors Memorial Hall
LRDC Researchers Silk and Schunn Develop Synchronized Robot Dancing
Panther Learning Systems, Inc. won Ed Tech Company of the Year at the Pittsburgh Technology Council Tech 50 awards. Panther Learning Systems licenses Peerceptive, (SWoRD), which is a web-based peer review system to support writing instruction, developed at LRDC by Christian Schunn.
Chris Schunn and Muhsin Menekse, with Robin Shoop of CMU, have received a National Science Foundation grant for "Changing Culture in Robotics Classrooms." This is a continuing grant that has been approved on scientific/technical merit.
Congratulations to Christian Schunn, Diane Litman, and Amanda Godley. "An Intelligent Ecosystem for Science Writing Instruction," was awarded a The National Science Foundation (NSF) grant.
Chris Schunn has been elected a Fellow in the Association for Psychological Science.
Christian Schunn received an NSF grant to study malleability and the impact of science learning activation.
March 31, 2014
Chris Schunn, Joel Chan, and their colleagues at CMU, won the Best Paper Award at 24th International Conference on Design Theory and Methodology for "The Meaning of "Near" and "Far": The Impact of Structuring Design Databases and the Effects of Analogy on Design Output."
LRDC Senior Scientist Chris Schunn and Doctoral Student Sam Abramovich Named Winners in the MacArthur Foundation's Badges for Lifelong Learning Competition
March 1, 2012
Digital Media and Learning Competition
American Psychology Association, Division 3
Best work at ED-Media conference (with Kwangsu Cho)
Best student proposal award, Creative Concepts conference
Texas A&M University
Fonds pour la Formation de Chercheurs et a l'Aide la Recherche Graduate Fellowship
Natural Sciences and Engineering Research Council Graduate Fellowship
Natural Sciences and Engineering Research Council Undergraduate Summer Research Award
Undergraduate Award: Major Hiram Mills Medal, Boris Muskatov Prize, Dow-Hickson Scholarship, J. W. McConnell Award, Emily Ross Crawford Scholarship