Post-Doc, Dr. Schunn
School of Education
Learning Sciences and Policy
Faculty Advisor: Christian Schunn
Witherspoon, E. & Schunn, C. D. (2019, online). Teachers' goals predict computational thinking gains in robotics. Information and Learning Sciences.
Witherspoon, E. B., Vincent-Ruz, P., & Schunn, C. D. (2019). When making the grade isn’t enough: The gendered nature of premed science course attrition. Educational Researcher.
Witherspoon, E., Schunn, C. D., Higashi, R., & Shoop, R. (2018). Attending to structural programming features predicts differences in learning and motivation. Journal of Computer Assisted Learning, 34(2).
Witherspoon, E. B., Higashi, R. M., Schunn, C. D., Baehr, E. C., & Shoop, R. (2017). Developing computational thinking though a virtual robotics programming curriculum. ACM Transactions on Computing Education (TOCE), 18(1), 20.
Witherspoon, E. B., Schunn, C. D., Higashi, R. M., & Baehr, E. C. (2016). Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of STEM Education, 3(18).
Paulette Vincent Ruz, Eben Witherspoon, and Chris Schunn's paper, "When Making the Grade Isn’t Enough: The Gendered Nature of Pre-med Science Course Attrition" is mentioned in the May 2 Chronicle of Higher Ed online article, " How a Math Class Sparked Students’ Engagement in Their Community" under the heading "Why Women Leave Pre-med."
May 2, 2019
Paulette Vincent Ruz and Eben Witherspoon were interviewed for an April 16 Inside Higher Education article "Women Leaving Premed Track More than Men."
Aprill 16, 2019
Suzie Chen and Eben Whiterspoon were among the first recipients of the University of Pittsburgh's Personalized Education Grants Program. They received funding for "YouPitt: Using Behaviorally-Informed Advising to Personalize Career Pathways for Pre-Health Students."
April 16, 2018