Adam Papendieck
Lecturer, Department of Earth and Planetary Sciences, Jackson School of Geosciences
Writer in Residence, Jackson School of Geosciences
Mailcode: C1160
Adam Papendieck (he/him) is a Learning Scientist and Lecturer with the Jackson School of Geosciences. He leads the Learning Science CoLab, a design and research collaboratory connecting scientists who study the earth with social scientists and communities to improve learning, teaching, communication and public engagement in science. Adam also works with Jackson School faculty and staff on the development of models for better, more inclusive classroom experiences, like Curiosity to Question, as well as approaches for learning and changemaking beyond the classroom, like Storytelling for Change and the Geoscience Ambassadors Program. As a researcher, he examines learning as an interactive, emotional and values-sensitive project of meaning-making and identity formation. As lecturer, he teaches about writing, communication, education and the broader social and ethical impacts of science.
Adam has a PhD in Curriculum & Instruction (Learning Technologies) from UT Austin, a Masters in Public Health from Tulane University, and a BA in Philosophy and Biology from Macalester College. He has over 15 years of experience leading international sponsored projects to build human and technological capacity for accessible and culturally relevant higher education, and has also worked extensively on participatory science and community-based learning activities for health and resilience. He has edited, reviewed and published in scholarly journals in the fields of the learning sciences and educational technology, and is active in the International Society of the Learning Sciences (ISLS), the American Education Research Association (AERA) and at NAGT's Earth Educators' Rendezvous.
Adam rides his bike to work every day. Unless it's broken. Or he has a thing. Or he needs to grab one of his kids or take his dog to the vet or something. In any case, he's becoming a better bike-rider for himself and for our planet.
Areas of Expertise
Science Identity Formation, Ethical STEM, Participatory Learning, Connected Learning, Science and Technology Studies, Critical Theory of Technology, Sociomaterial and Cultural-Historical Perspectives, Design-based Research, Multimodal Narrative Research
Current Research Programs & Projects
Geoscience Ambassadors: Understanding, Communicating and Strengthening Diverse Pathways into the Geosciences.
Developing scientific inquiry, analysis, writing and mentorship through a tiered undergraduate and graduate course-based research experience.
Why and How Teachers and Entrepreneurs use Technology to Change Schools
Design Research on Learning, Identity and Ideological Positioning in a Broader Impacts of Science Course
Design Research on Field and Place-based Learning and Identity Development
Select Past Research
Faculty Development and Instructional Technology at the University of Rwandas College of Medicine and Health Sciences
Digital Literacies and eResources to support Human Resources for Health
Frederick Eby Research Prize in Humanistic Studies in Education (Dissertation Prize) - The University of Texas at Austin (2019)
Stephanie Hirsh and Shirley Hord Endowed Excellence Fund for Research Award - The University of Texas at Austin (2018)
Narrative and Research Doctoral Seminar Selected Participant - AERA Narrative and Research SIG (2018)
Faculty/Student Collaboration Award - University of Texas at Austin (2017)
Member, Ad Hoc Committee for Online Instruction, Jackson School of Geosciences, The University of Texas at Austin (2020)
Member, Online Education Task Force, The University of Texas at Austin (2020)
Modes of Innovation: How and Why Teachers and Entrepreneurs Use Technology for Change in Schools, American Education Research Association (AERA) Conference, New York, NY (2018)
Mapping Research and Writing Mentorship Assemblages in a Mixed Cohort Course-based Research Experience, International Conference on the Learning Sciences (ICLS), London, UK (2018)
Examining the activity of teachers and technology entrepreneurs: Implications for teacher preparation, International Society for Educational Technology (ISTE) Conference, San Antonio, TX (2017)
Using technology and digital resources to enhance teaching, learning, and scholarly practices in health sciences higher education: lessons learned in Rwanda, Society for Information Technology and Teacher Education (SITE) Conference, Austin, TX (2017)
Grassroots and Global: A Blended Approach to University Faculty Development in Rwanda, International Society for Educational Technology (ISTE) Conference, Denver, CO (2016)
Tablets for Medical Education (T4ME) Project in Rwanda: Usage Patterns and Learning Outcomes Over Three Years, Distance Teaching and Learning (DTL) Conference, Madison, WI (2015)
| Year | Semester | Course | |
|---|---|---|---|
| 2023 | Spring | GEO 371T | Broader Impacts: Conseq Sci |
| 2023 | Spring | GEO 391 | Broader Impacts: Conseq Sci |
| 2022 | Spring | GEO 371T | Broader Impacts: Conseq Sci |
| 2022 | Spring | GEO 391 | Broader Impacts: Conseq Sci |
| 2021 | Spring | GEO 371T | Broader Impacts: Conseq Sci-Wb |
| 2021 | Spring | GEO 391 | Broader Impacts: Conseq Sci-Wb |
| 2020 | Spring | GEO 371T | Broader Impacts: Conseq Sci |
| 2020 | Spring | GEO 391 | Broader Impacts: Conseq Sci |
Graduate Positions
Science Impact Intern
This internship opportunity is focused on the development of activities and resources that amplify the positive impacts of science in society. Interns may chose to focus on work in a variety of domains, including science writing and communication, education, mentorship, outreach and engagement of the public.
For 2022-23, a special emphasis will be placed upon the continued development of a new Science Writing Program.
Email Adam Papendieck for further info: apapendieck@jsg.utexas.edu
Undergraduate Positions
Student Researcher: Inclusive Geoscience Education and Research
UNDERSTANDING AND DESIGNING FOR INCLUSIVE PLACE- AND FIELD-BASED LEARNING AND RESEARCH
This project seeks a student-researcher who is interested in geoscience, culture, history and education to investigate issues of inclusive learning and student research. The project will focus on the White Family Outdoor Learning Center, a "living classroom" for geoscience education and site for long term scientific observation located on 266 acres of pasture and oak and cedar covered hillsides outside of Austin, Texas. This design research project will (1) inform the ongoing design of learning and student research activities at the White Family Outdoor Learning Center, and (2) deepen our conceptual understanding of what makes inclusive field- and place-based learning work well for a diversity of students.
Working as part of the Jackson School's new Learning Science CoLab, the student-researcher collaborate with Dr. Papendieck and other faculty to design and carry out their own projects over a year-long period from Summer 2022 to Summer 2023. Possible lines of investigation and design include but are not limited to:
1. Systematically investigating the scientific, cultural, historical and social context of the White Family Outdoor Learning Center, and integrating these contextual understandings to inform learning and research. This work might result in the development of a resource library, website, toolkit or case study.
2. Researching and developing curricular activities and toolkits that better leverage integrated, place-based connections and contribute to strong, rich and diverse geoscientific identities.
3. Examining issues of belongingness and inclusivity in place- and field-based learning, and developing principles for more inclusive field-based experiences.
4. Investigating how learning and student research activities can better engage, respond and work in solidarity with broader stakeholders, including indigenous communities.
Apply through the Champions of Diversity program: https://jsg-gen.squarespace.com/mentee-application
Science Impact Intern
This internship opportunity is focused on the development of activities and resources that amplify the positive impacts of science in society. Interns may chose to focus on work in a variety of domains, including science writing and communication, education, mentorship, outreach and engagement of the public.
For 2022-23, a special emphasis will be placed upon the continued development of a new Science Writing Program.
Email Adam Papendieck for further info: apapendieck@jsg.utexas.edu