Office: 822 LRDC
Phone: (412) 624-8116
Professor, Learning Sciences and Policy, University of Pittsburgh School of Education
Director, University of Pittsburgh Center for Learning in Out-of-School Environments (UPCLOSE)
Senior Scientist, Learning Research & Development Center
I am director of the University of Pittsburgh Center for Learning in Out-of-School Environments (UPCLOSE), which is a project of the Learning Research and Development Center and the School of Education. UPCLOSE conceptualizes, develops, and studies informal learning experiences. Our work explores what it means to learn and change as a result of activity in everyday environments including museums, commercial and community settings, on the web, and at home. We connect academic theory and real world practice. Our research focuses on relationships between learners, mediators, and environments, and experiences.
Russell, J. L., Kehoe, S., & Crowley, K. (in press). Linking in and out-of-school learning. In K. Peppler (Ed.), Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications.
Brahms, L. & Crowley, K. (in press). Making sense of making: Defining learning practices in MAKE magazine. In K. Pepler, E. Halverson, & Y. Kafai (Eds).Makeology in K-12, Higher, and Informal Education: The Maker Movement and the Future of Learning. Routledge.
Brahms, L. & Crowley, K. (in press). Making in the museum: Launching a learning trajectory in an informal setting. In K. Pepler, E. Halverson, & Y. Kafai (Eds).Makeology in K-12, Higher, and Informal Education: The Maker Movement and the Future of Learning. Routledge.
Allen, L. B. & Crowley, K. (in press). From acquisition to inquiry: Supporting informal educators through iterative implementation of practice. In P. Patrick (Ed), Preparing Informal Educators. New York: Springer.
Allen, L. B. & Crowley, K. (in press). Knowledge is not enough: A learning ecologies approach to climate change education. International Journal of Global Warming.
Brahms, L. & Crowley, K. (in press). Learning to make in the Museum: The role of maker educators. In K. Pepler, E. Halverson, & Y. Kafai (Eds.), Makeology in K-12, Higher, and Informal Education: The Maker Movement and the Future of Learning. Routledge.
Allen, L. B. & Crowley, K. (in press). Moving beyond scientific knowledge: Leveraging participation, relevance, and interconnectedness for climate education. International Journal of Global Warming.
Stein, M.K., Crowley, K., & Resnick, L.B. (2016). Education policy and the learning sciences: The case for a new alliance. In M. Evans, M. Packer, & K. Sawyer (Eds.), Reflections on the Learning Sciences. Cambridge: Cambridge University Press.
Knutson, K. & Crowley, K. (2016) Collaborating across the university/informal boundary: Broader impacts through informal science education. In L. Avraamidou & W.-M. Roth (Eds.), Intersections of formal and informal science. New York, NY: Routledge.
Tison Povis, K. & Crowley, K. (2015). Family learning in object-based museums: The role of joint attention. Visitor Studies. 18(2), 168-182.
Crowley, K., Barron, B.J., Knutson, K., & Martin, C. (2015). Interest and the Development of Pathways To Science. In Interest in Mathematics and Science Learning and Related Activity. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.). Washington DC: AERA.
Allen, L. B., & Crowley, K. (2014). Challenging beliefs, practices and content: How museum educators change. Science Education, 98(1), 84-105.
Allen, L. & Crowley, K. (2014). How museum educators change: Changing notions of learning through changing practice. Science Education, 98(1), 84-105.
Crowley, K., Pierroux, P., & Knutson, K. (2014). The museum as learning environment. In K. Sawyer (Ed.), The Handbook of the Learning Sciences, 2nd Edition.
Snyder, S., Hoffstadt, R. M., Allen, L., Crowley, K., Bader, D., & Horton, R. (2014). City-wide collaborations for urban climate education. In Hamilton, P. (Ed.), Future Earth: Advancing Civic Understanding of the Anthropocene, Geophysical Monograph Series, Vol. 197, American Geophysical Union, Washington, DC.
Steiner, M.A. & Crowley, K. (2013). The natural history museum: taking on a learning research agenda. Curator: The Museum Journal, 56(2), 267-272.
Louw, M. & Crowley, K. (2013). New ways of looking and learning in natural history museums: The use of gigapixel imaging to bring science and publics together. Curator: The Museum Journal 52(1), 87-104.
Russell, J. L., Knutson, K., & Crowley, K. (2013). Collaborations bridging the formal-informal divide in an urban educational ecology. Journal of Educational Change, 14, 259-281. [Lead article]
Russell, J. L., Knutson, K., & Crowley, K. (2013). Collaborations bridging the formal-informal divide in an urban educational ecology. Journal of Educational Change.
Russell, J., Knutson, K., & Crowley, K. (2013). Informal Learning Organizations as Part of an Educational Ecology: Lessons from Collaboration Across the Formal/Informal Divide. Journal of Educational Change, 14(3), 259-281.
Eberbach, C.E. & Crowley, K. (2013). From Seeing to Observçing: How Parents and Children Learn to See Science in a Botanical Garden. Journal of the Learning Sciences.
Knutson, K., Crowley, K., Russell, J., & Steiner, M. A. (2011). Approaching art education as an ecology: Exploring the role of museums. Studies in Art Education, 52(4), 310-322.
Giarrantani, L., Parikh, A., DiSalvo, B., Knutson, K., & Crowley, K. (2011). Click!: Pre-teen girls and a mixed reality role playing game for science and technology. Nordic Journal of Digital Literacy, 3.6, 121-138.
Knutson, K., Crowley, K., Russell, J. L., & Steiner, M. A. (2011). Approaching art education as an ecology: Exploring the role of museums. Studies in Art Education, 52(4), 326-338.
Knutson, K. & Crowley K. (2011). Construindo uma ponte entre Museus e Visitantes. Bienal do Mercosul. Mediaçao traçando o territorio. Porto Allegre, 43-45. Portuguese translation of: Knutson, K. & Crowley, K. (2006). Bridging the gap between museums and visitors. Visitor Studies Today, 9 (3): 16-17.
Kevin Crowley, Karen Knutson, and their collaborators at the Carnegie Museum of have been awarded a grant from the Spencer Foundation for their project " The 21st Century Naturalist: A Research-practice Collaboration for Informal Science Education." The grant will expand their joint work on bringing museum resources to the public in informal learning environments and develop new nature-based learning opportunities.
UPCLOSE Director Kevin Crowley and CMU Learning Media Design Center Director Marti Louw are co-PIs on a National Science Foundation funded project. This project, "Learning to See, Seeing to Learn: A Sociotechnical System Supporting Taxonomic Identification Activities in Volunteer-Based Water Quality Biomonitoring," is under the direction of Marti Louw. The project will develop and study a cyber-enhanced informal learning environment to improve observational practices and classification skills among citizen scientists.
September 2, 2015
UPCLOSE, MAKEHSOP, and Drew Davidson
February 17, 2013
Pittsburgh Post Gazette
Kevin Crowley and His Partnership with the Carnegie Museum of Natural History were Published
January 16, 2013
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
Science Learning Outside the Classroom article interviews LRDC faculty member Kevin Crowley
April 6, 2011
Education Week Special Report
Science for Life article discusses Kevin Crowley's role in the revitalization of the Carnegie Museum of Natural History
Carnegie Museum of Natural History Launches Center for Lifelong Science Learning with Grant from PNC Foundation
November 17, 2010
Carnegie Museum of Natural History
PNC Foundation, Carnegie Museum plan new science center
November 17, 2010
William T. Grant Foundation Distinguished Fellow
Roy L. Shafer Leading Edge Award
Association of Science and Technology Centers
MetLife Promising Practice Award
Association of Children's Museums
Nagoya University School of Education
Japan Society for the Promotion of Science Visiting Fellow
American Psychological Association Dissertation Research Award
Alfred P. Sloan Foundation Undergraduate Fellowship
Joel Dean Fellowship for Undergraduate Research