Colby Tofel‐grehl
Biographic Data
| ID | 4874710 |
|---|---|
| NAME | Colby Tofel‐grehl |
| GIVEN NAMES | Colby |
| FAMILY NAME | Tofel‐grehl |
| SIGNATURE | GREHL C T |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0002-4270-4060 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
“I can be the weird STEM kid who is also gay”
Background STEM participation is often associated with the disenfranchisement of historically marginalized individuals. Disrupting these standing injustices to establish rightful presence with equitable opportunity, access, and cultural standing to shape and pursue STEM endeavors in ways that are inclusive of individuals’ identities is a critical objective. However, research to understand and facilitate STEM experiences of queer youth what are al…
“There is no room for me, for a Hawaiian, in science”
This paper shares the experiences, engagement, and struggle of one young Indigenous Hawaiian woman as she grapples with her sense of disconnect with STEM while serving as a land protector on the Mauna Kea, the home of the Thirty Meter Telescope being built over the objection of the local Indigenous community. I examine her changing perspectives and connections to STEM through her engagement during a summer school enrichment class focused on scien…
Impacts of maker technologies on classroom learning outcomes
The integration of making activities in classrooms provides a crucial opportunity for all students to gain equitable participation access to learning activities. However, for making to be incorporated into more classrooms, teachers must be adequately prepared with relevant knowledge and skills. This study is the first to compare the science learning outcomes associated with making to those stemming from standard learning curricula and experiences…
The Predictive Validity of the GRE Across Graduate Outcomes
This meta-analysis assesses the predictive validity of the Graduate Record Examination (GRE) across outcome variables, including grade point average, for graduate students. In addition to aggregate effects, this paper also assessed changes in observed effects over time as related to increasing diversity in the graduate student population and as a function of gender and racial/ethnic composition of study samples. Framed using a lens of critical wh…
The Silent Path towards Medical Apartheid within STEM Education
STEM is notoriously uninviting to wide swaths of the population [...]
Cookie-Jar Alarms
Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineer…
Play, Problem-Solving, STEM Conceptions, and Efficacy in STEM
This Special Issue of Education Sciences focuses on STEM in Early Childhood Education [...]
Successes, challenges, and surprises
Children’s literature provides elementary teachers and students the opportunity to critically engage in the world around them. However, too often teachers choose not to engage students in discussions of complex social issues out of a sense of fear or discomfort. In this paper, we explore the reflections of 11 teachers who chose to engage their students in discussions of three complex social issues: immigration, migration, and forced relocation. S…
Teaching and learning about respiratory infectious diseases
The pandemic outbreak of COVID‐19 has highlighted an urgent need for infectious disease education for K‐12 students. To gather a better understanding of what educational interventions have been conducted and to what effect, we performed a scoping review. We identified and examined 23 empirical researcher‐ and teacher‐designed studies conducted in the last 20 years that have reported on efforts to help K‐12 students learn about infectious diseases…
STEM as a cover
This study seeks to understand the daily violence endured by queer youth. We use Queer Battle Fatigue, Ahmed’s cultural politics of emotion, and STEM identity theories to make meaning of youth’s experience. We draw from audio recordings and transcriptions of 15 queer youth over the course of a summer and fall LGBTQ + maker camp in a rural town in the Intermountain Western part of the United States. Findings show that the maker camp environment pr…
Making progress
Physics educators often struggle with how to tackle complex content such as electric potential. As a result, high school students are typically not engaged in developing a deep understanding of this concept. Historically, such engagement has been perceived as too challenging and abstract. To date no process exists for engaging students in a meaningful way around such content. However, Making provides a new way to engage students in learning about…
Equitable Engagement in STEM
This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers' perceptions. Findings indicate that the personalizable nature of…
Phenomenography as a Foundation for Mixed Models Research
Phenomenography is a methodological paradigm, which emphasizes personal conceptions as a necessary construct to understand the relationship between the physical events that people experience and the personal meanings that they derive from those experiences. This perspective provides a useful framework for mixed methodology research, because its ontology provides both equal legitimacy to objective and subjective phenomena and an integrated paradig…
Phenomenography as a Foundation for Mixed Models Research
Phenomenography is a methodological paradigm, which emphasizes personal conceptions as a necessary construct to understand the relationship between the physical events that people experience and the personal meanings that they derive from those experiences. This perspective provides a useful framework for mixed methodology research, because its ontology provides both equal legitimacy to objective and subjective phenomena and an integrated paradig…
Equitable Engagement in STEM
This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers' perceptions. Findings indicate that the personalizable nature of…
The Predictive Validity of the GRE Across Graduate Outcomes
This meta-analysis assesses the predictive validity of the Graduate Record Examination (GRE) across outcome variables, including grade point average, for graduate students. In addition to aggregate effects, this paper also assessed changes in observed effects over time as related to increasing diversity in the graduate student population and as a function of gender and racial/ethnic composition of study samples. Framed using a lens of critical wh…
STEM as a cover
This study seeks to understand the daily violence endured by queer youth. We use Queer Battle Fatigue, Ahmed’s cultural politics of emotion, and STEM identity theories to make meaning of youth’s experience. We draw from audio recordings and transcriptions of 15 queer youth over the course of a summer and fall LGBTQ + maker camp in a rural town in the Intermountain Western part of the United States. Findings show that the maker camp environment pr…
Phenomenography as a Foundation for Mixed Models Research
Phenomenography is a methodological paradigm, which emphasizes personal conceptions as a necessary construct to understand the relationship between the physical events that people experience and the personal meanings that they derive from those experiences. This perspective provides a useful framework for mixed methodology research, because its ontology provides both equal legitimacy to objective and subjective phenomena and an integrated paradig…
Equitable Engagement in STEM
This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers' perceptions. Findings indicate that the personalizable nature of…
Making progress
Physics educators often struggle with how to tackle complex content such as electric potential. As a result, high school students are typically not engaged in developing a deep understanding of this concept. Historically, such engagement has been perceived as too challenging and abstract. To date no process exists for engaging students in a meaningful way around such content. However, Making provides a new way to engage students in learning about…
The Silent Path towards Medical Apartheid within STEM Education
STEM is notoriously uninviting to wide swaths of the population [...]
Cookie-Jar Alarms
Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineer…
Play, Problem-Solving, STEM Conceptions, and Efficacy in STEM
This Special Issue of Education Sciences focuses on STEM in Early Childhood Education [...]
Successes, challenges, and surprises
Children’s literature provides elementary teachers and students the opportunity to critically engage in the world around them. However, too often teachers choose not to engage students in discussions of complex social issues out of a sense of fear or discomfort. In this paper, we explore the reflections of 11 teachers who chose to engage their students in discussions of three complex social issues: immigration, migration, and forced relocation. S…
Teaching and learning about respiratory infectious diseases
The pandemic outbreak of COVID‐19 has highlighted an urgent need for infectious disease education for K‐12 students. To gather a better understanding of what educational interventions have been conducted and to what effect, we performed a scoping review. We identified and examined 23 empirical researcher‐ and teacher‐designed studies conducted in the last 20 years that have reported on efforts to help K‐12 students learn about infectious diseases…
STEM as a cover
This study seeks to understand the daily violence endured by queer youth. We use Queer Battle Fatigue, Ahmed’s cultural politics of emotion, and STEM identity theories to make meaning of youth’s experience. We draw from audio recordings and transcriptions of 15 queer youth over the course of a summer and fall LGBTQ + maker camp in a rural town in the Intermountain Western part of the United States. Findings show that the maker camp environment pr…
“There is no room for me, for a Hawaiian, in science”
This paper shares the experiences, engagement, and struggle of one young Indigenous Hawaiian woman as she grapples with her sense of disconnect with STEM while serving as a land protector on the Mauna Kea, the home of the Thirty Meter Telescope being built over the objection of the local Indigenous community. I examine her changing perspectives and connections to STEM through her engagement during a summer school enrichment class focused on scien…
Impacts of maker technologies on classroom learning outcomes
The integration of making activities in classrooms provides a crucial opportunity for all students to gain equitable participation access to learning activities. However, for making to be incorporated into more classrooms, teachers must be adequately prepared with relevant knowledge and skills. This study is the first to compare the science learning outcomes associated with making to those stemming from standard learning curricula and experiences…
The Predictive Validity of the GRE Across Graduate Outcomes
This meta-analysis assesses the predictive validity of the Graduate Record Examination (GRE) across outcome variables, including grade point average, for graduate students. In addition to aggregate effects, this paper also assessed changes in observed effects over time as related to increasing diversity in the graduate student population and as a function of gender and racial/ethnic composition of study samples. Framed using a lens of critical wh…
“I can be the weird STEM kid who is also gay”
Background STEM participation is often associated with the disenfranchisement of historically marginalized individuals. Disrupting these standing injustices to establish rightful presence with equitable opportunity, access, and cultural standing to shape and pursue STEM endeavors in ways that are inclusive of individuals’ identities is a critical objective. However, research to understand and facilitate STEM experiences of queer youth what are al…
Psychology (11 works) · Pedagogy (10 works) · Sociology (8 works) · Mathematics education (7 works) · Computer Science (6 works) · Political science (5 works) · Science education (5 works) · Career Development and Diversity (4 works) · Law (3 works) · Social science (3 works)