Master of Science (MS), Bowling Green State University, 2024, Geology

Within the United States, academic emphasis in high schools is placed on science topics such as chemistry, physics, and biology. This leaves other science topics underrepresented at a key time when students are developing career choices and attitudes. This study analyzed the impact of short term, project-based, place-based education, research-based outreach programs on students perception of science, self-efficacy, anxiety towards science, value of place-based education, and geoscience career interest. Specifically, I focused on how this type of program can be used to combat the lack of diversity in geoscience. The program takes place in the form of a 3-session geoscience outreach program investigating lead contamination throughout Northwest Ohio. This program was available to all classroom grades six through twelve with an emphasis on capturing underrepresented populations in science. The impact of the program was evaluated by a Likert scale pre-survey and post-survey. Over 6 months in 2023-2024, over 800 students participated in the program, and 597 surveys were collected. The results from this program show that a three-day place-based education outreach program can positively impact student perception of science, anxiety towards science, self-efficacy, career interest and value of place.

Master of Environmental Science, Miami University, 2014, Environmental Sciences

This practicum involved creating a map, interpretive signage, and outreach materials for Edge of the Farm Conservation Area (EFCA) in Oxford, Ohio. EFCA is a natural gem amid farmland whose goal is to educate people of all ages about today's environmental issues. In order to accomplish this, EFCA needed an accurate map that is easy to navigate as well as interpretive signage. This interdisciplinary practicum connects Ohio's Revised Science Content Standards with art by utilizing original artwork created with pen and colored pencil and gives ideas for making connections to other subjects such as History, English, and Math as well as Girl and Boy Scout badge requirements. To encourage visitors from the general public to visit, the signs discuss topics relevant to each location at EFCA as well as Ohio and contain whimsical imagery that is visually stimulating and includes questions that promote inquiry and further study.

Doctor of Philosophy, The Ohio State University, 2004, Educational Studies: Hums, Science, Tech and Voc

Science has had such an impact on our way of life that it has been at the centre of discussion for all issues of health, education, development, and the safe stewardship of the Earth's resources. Science has advanced so quickly in the last 50 years that the amount of knowledge generated by scientists is overwhelming. Science teachers who have persistently introduced children to science from a very young age, have been charged with a daunting task of presenting science knowledge to students in ways that not only make it easy to understand, but also make it relevant to them. The methods of how best they should go about this task have been debated from time immemorial. Due to the many concerns and demands placed on science teachers and science education programs in general, there have been a number of efforts to reform and redefine the science curriculum. Science education reform efforts in the US and elsewhere have examined all possible nucleotides in the building up of the reform DNA molecule. Many studies have measured people's level of understanding on given issues that affect their communities, but little attention has been given to conceptions and level of scientific literacy among students in developing countries. This study assessed Botswana school children's knowledge about ultraviolet radiation (UVR) and its effects on human health using a scientific literacy lens. Results show that students do not know as much as one would expect them to know, from public school through the first year in college. Exploratory factor analysis identified four indicators of knowledge about UVR. These are: (a) diseases related to UVR, (b) items that can be used for protections against UVR, (c) misconceptions held about UVR, and (d) general issues surrounding UVR. MANOVA analysis showed that whereas there are no differences in general based on school location, certain groups of students performed differently depending on the school type, type of science pursued at school and or th (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2015, EDU Teaching and Learning

Abstract Non-cognitive factors such as students' attitudes and beliefs toward a subject and their proficiency in scientific reasoning are important aspects of learning within science disciplines. Both factors have been studied in relation to science education in various discplines. This dissertation presents three studies that investigate student epistemologies and scientific reasoning in the domain of biology education. The first study investigated students' epistemic viewpoints in two introductory biology courses, one for science majors and one for non-science majors. This quantitative investigation revealed that the majors exhibited a negative shift in their attitudes and beliefs about biology and learning biology during a semester of introductory instruction. However, the non-science majors did not exhibit a similar shift. If fact, the non-science majors improved in their attitudes and beliefs during a semester of instruction, though not significantly so. The second study expands epistemological research to a population that has often been left out of this work, that is, intermediate-level biology majors. Quantitative and qualitative data was collected to reveal that junior and senior ranked students for the most part were able to characterize their views about biology and learning biology, and were able to associate factors with their epistemic improvement. Finally, the third study expands epistemology research further to determine if scientific reasoning and student attitudes and beliefs about learning science (specifically biology) are related. After a description of how various science and engineering majors compare in their scientific reasoning skills, this study indicated that among intermediate level biology majors there is no relationship between scientific reasoning skills and epistemologies, nor is there a relationship with other educational factors, including the number of courses taken during an undergraduate career, cumulat (open full item for complete abstract)

MS, University of Cincinnati, 2002, Arts and Sciences : Biological Sciences

The Human Genetics Education Sub-committee under the Information and Education committee of the American Society of Human Genetics has developed a recommendation of 6 main concepts and 43 sub-concepts it felt should be taught in introductory biology courses for non-science majors. An Internet survey instrument was then designed for course instructors to determine the degree to which these concepts and sub-concepts were being taught. The total hours spent on each concept were determined, as were the relative importance and emphasis an instructor attached to each sub-concept (1-5 scale with 5 highest). A total of 357 responses from both 2-year and 4-year institutions was obtained. Of the 93.3 hours the average course offered to students, 15.6% on average was dedicated to genetics including mitosis and meiosis. Of the six main concepts, the highest average time spent was on Transmission of the Genetic Material (3.0 hrs), with 1.9 hours committed to Genetics and Society (fifth lowest). In all sub-concepts except one, a statistically significant higher “importance” was reported compared to the “emphasis” individuals were able to give that sub-concept in the course. This disparity between importance and emphasis represents a significant challenge for improving HGE in introductory biology courses for non-science majors given that it is the only formal exposure to genetics most students will have at the college level.

Doctor of Philosophy, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

The need for effective teachers is growing while national and state standards are putting ever-increasing demands on teachers and raising expectations for student achievement. Low science and mathematics standardized test scores, particularly in the middle grades, reflect unprepared adolescents, perhaps because of ineffective teaching strategies which result in fewer students seeking STEM (science, technology, engineering, mathematics) careers.The researcher examined the use of problem-based learning, or PBL, with computer simulation, an example of which is the National Engineers Week Future City Competition. A model is to investigate the impact of PBL with computer simulation on a generalized use of inquiry-based instruction, use of technology in instruction, integration of science disciplines, and understanding of the nature of middle level learners. Following a review by a panel of experts and a field test, a questionnaire was given to all Ohio teachers who had enrolled and competed in the program on the state level during the 2008-2009 academic year, as well as those teachers competing at the national level. In addition to demographics and background questions, the teachers were asked to self report on the impact of problem-based learning with computer simulation on frequency of inquiry-based teaching strategies and agreement on technology education,integration of science disciplines, and their understanding of their middle level students. Via sampling of the participants, 15 interviews were conducted after the questionnaire. Significant areas were found regarding the teachers' Internet access at home and science agreement, number of technology college courses and inquiry frequency, technology professional development and both technology agreement and understanding of middle level learner agreement, past use of problem-based learning with computer simulation and inquiry frequency, gender and inquiry frequency, the teachers' Internet access in the classroom and t (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2009, ED Teaching and Learning (Columbus campus)

This study of science education in the Boy Scouts of America focused on males with Boy Scout experience. The mixed-methods study topics included: merit badge standards compared with National Science Education Standards, Scout responses to open-ended survey questions, the learning styles of Scouts, a quantitative assessment of science content knowledge acquisition using the Geology merit badge, and a qualitative analysis of interview responses of Scouts, Scout leaders, and scientists who were Scouts. The merit badge requirements of the 121 current merit badges were mapped onto the National Science Education Standards: 103 badges (85.12%) had at least one requirement meeting the National Science Education Standards. In 2007, Scouts earned 1,628,500 merit badges with at least one science requirement, including 72,279 Environmental Science merit badges. “Camping” was the “favorite thing about Scouts” for 54.4% of the boys who completed the survey. When combined with other outdoor activities, what 72.5% of the boys liked best about Boy Scouts involved outdoor activity. The learning styles of Scouts tend to include tactile and/or visual elements. Scouts were more global and integrated than analytical in their thinking patterns; they also had a significant intake element in their learning style. Earning a Geology merit badge at any location resulted in a significant gain of content knowledge; the combined treatment groups for all location types had a 9.13% gain in content knowledge. The amount of content knowledge acquired through the merit badge program varied with location; boys earning the Geology merit badge at summer camp or working as a troop with a merit badge counselor tended to acquire more geology content knowledge than boys earning the merit badge at a one-day event. Boys retained the content knowledge learned while earning the merit badge. Scientists, Scout leaders, and Scouts felt that Scouts learned science through participation in the Boy Scout program (open full item for complete abstract)

Doctor of Philosophy in Urban Education, Cleveland State University, 2011, College of Education and Human Services

America's adult populace has failed to keep pace with the rapid inundation of science-centric advancements affecting nearly every facet of personal and public life. With deficiencies in areas of science knowledge, America's adult populace is characterized as civic science illiterate. This research constructed and employed the renewed citizen science paradigm, incorporating nonformal outdoor adult education and enhanced experiential learning while maintaining the basic tenet of citizen science, towards elevating the civic science literacy of adults who volunteered to conduct scientific research towards answering important research questions posed by a science research agency. With 67 volunteers, 23 adults were purposively selected on the basis of their complete participation throughout the program. Data was collected through a concurrent mixed methods design, and both quantitatively, self-report surveys (n=23), and qualitatively, mixed method interviews (n=10), analyzed. The results demonstrate that the renewed citizen science paradigm statistically significantly elevated the science vocabulary knowledge (p<0.001) and science process understanding (p<0.001) of participating adults; while collecting over 30,000 pieces of scientific data in conducting research for an outside agency. Additionally, the research communicates how marked elevations in civic science literacy catalyzed volunteers to participate and assert their new civic science literacy in personal, social, and political forums, having taken ownership of

Doctor of Philosophy (PhD), Ohio University, 2014, Curriculum and Instruction Science Education (Education)

The purpose of this case study was to describe the nature of high school students' experiences in the immersive four-day field experience at Stone Laboratory Biological Field Station including excursions to Kelley's Island and South Bass Island. Six tenth, eleventh, and twelfth grade students participated through interviews, photovoice, observations, and a survey. Pretrip semi-structured interviews were conducted to understand each participant student's relationship with science. Participants were given cameras to record their field trip experiences to relate what they found interesting, important, and exciting. Back at school after the field trip, the participants were asked to choose their five most meaningful photographs, and write a short essay to describe the significance of each image. A posttrip semi-structured interview explored each participant's experiences during the field trip. An unstructured interview was conducted to discuss each participant's full photograph gallery from the field trip. Interview transcripts were member checked with one minor wording change. Analysis consisted of open coding using apriori codes derived from the ecological framework and emergent codes derived from the data. Coding was duplicated through multiple readers. Significant findings included: 1) Prior experience, prior knowledge, and funds of knowledge added relevance and value to an experience, facilitating interest development; 2) Experiences appeared to be more meaningful when all the senses were stimulated; 3) Friends and peers were an essential part of a quality experience; 4) Quality experiences included a wow factor, or sudden awareness; 5) Teachers needed to be within the experience, not the focus of the experience, and needed to be available to answer questions, be enthusiastic when a discovery was made, and promote student reflection concerning their perceptions and discoveries; 6) A quality informal learning situation incorporated the cognitive/affective, phy (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2012, EDU Teaching and Learning

Although many believe that students with mature understanding of NOS engage in argumentation more, mixed results were found in empirical studies. In argumentation studies, consensus assessment was lacking and most researchers only evaluated the structural aspects of argumentation. However in the science classroom, an assessment that examines the “content correctness” in addition to the “structural complexity” is necessary because scientific argumentation that is structurally complicated but full of misconceptions cannot be considered strong. Therefore, the goal of this study was first to develop a method to evaluate the quality of students' scientific argumentation in both the content and structure aspects. The second goal was to examine to what extent NOS knowledge and argumentation skills correlate. Furthermore, through semi-structured interview, this study documented students' NOS understandings in the target aspects of NOS. Significant correlation between NOS and argumentation was found in the first year of the study. Although no correlation between NOS and argumentation was found in follow-up study, the score distribution implied that students with mixed views of NOS engaged more in scientific argumentation in which specific scientific data were required to support their claims . The qualitative analysis of students' NOS interview revealed that students with strong argumentation skills view science as an open entity that may be challenged and discussed. Further, all of the interview participants placed high values on empirical support. The majority of the participants held the misconception about theories and laws, and expressed that the theory of evolution is less persuasive than other theories because some parts of the supporting evidence lack empirical support.

Doctor of Philosophy, The Ohio State University, 2007, Teaching and Learning

This ethnographic study explores aspects of how the natural sciences are represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline, a latecomer to preschool curricula, and the internationally-known approach, Reggio Emilia, have interested educators and researchers, but there is little research about Science in Reggio Emilia. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field-notes). The data were analyzed from an interpretive perspective using multiple lenses. These lenses included classroom culture, the Reggio Emilia approach, and Early Learning Content Standards. Several theories guided the study design, including data gathering and analysis. These theories included Spradley's (1980) Developmental Research Sequence Method, which is a well-known ethnographic method, and Corsaro's (1997) peer culture theory. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia-inspired preschool offered a science-rich context that triggered and supported preschoolers' inquiries, and effectively engaged preschoolers' hands, heads and hearts with science. The Reggio Emilia-inspired preschool classroom in this study even exceeded the pre-K standards for natural sciences. The results showed that the Reggio pedagogy, which is grounded in inquiry, is very compatible with science education goals.

Doctor of Philosophy, Miami University, 2010, Chemistry and Biochemistry

For students learning science, a potential source of difficulty arises from the fact that many words used in formal science instruction are used informally in everyday communication. Chemical is one such word with multiple uses and meanings. The word chemical has different meanings when used in everyday language than in scientific language. Although children do not take a formal chemistry class in elementary school, they are expected to learn about chemical principles (chemical properties, physical properties, chemical change, and physical change) in fourth or fifth grade. Because of the everyday use of the word chemical, children are likely to have constructed some meanings about the word chemical prior to formal instruction. This prior knowledge is an important and necessary piece in the learning process. The learning theories of children's science and meaningful learning framed this qualitative investigation of fourth grade children's conceptual knowledge of chemicals. During semi-structured interviews, children's ideas about chemicals were elicited as they categorized everyday objects and substances that were related to chemicals. The children described prototypical chemicals such as cleaning substances, acids, gasoline, lead, and mercury. The properties of chemicals described by the children suggest that the children think about chemicals within an anthropocentric framework. Children related the purposes and attributes of chemicals to human interaction with the chemicals. The implications for teaching chemical principles to children are discussed. While this written dissertation presents the story of the qualitative investigation into children's ideas of chemicals, two other projects were completed for my doctoral degree. Manuscripts describing these two analytical chemistry cognate projects are included as appendices: Appendix H - An undergraduate chromatography laboratory experiment; and Appendix I - Meaningful leaning in a first-year analytical laboratory co (open full item for complete abstract)

Master of Technical and Scientific Communication, Miami University, 2005, Technical and Scientific Communication

This report describes and analyzes an internship in technical and scientific communication during my full-time employment at IUPUI as a Lecturer in Geology. My key project was to develop an online course G107 Environmental Geology. In 2004, development of high quality online courses that equaled learning in on-campus courses was an emerging field. The project entailed the planning, researching, designing, writing, editing, evaluating, and revising an online course. The course consisted of learning modules that contained a compilation of written text, images, animations, and integrated media. Development required analyzing best practices in online learning and web design, designing the documentation using technical communication theory, and evaluating the success of the project. Specifically, the successful development required a foundation in problem solving, rhetoric and linguistics, technical and scientific writing, and information design. This internship revealed that a strong foundation in scientific communication is a prerequisite for developing online learning media.

PHD, Kent State University, 2010, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Both assessment and reform are prominent topics in education and specifically science education. The purpose of this study was to achieve greater insight into science teachers' perceptions of these issues especially in response to high stakes testing.This study looked at a national sample of United States K-12 science teachers. A survey including 351 participants and telephone interviews of 23 of those science teachers were used to answer the research questions. The survey data was used to gain general insight into science teachers' use of assessment and support for their assessment choices. The interviews provided a more comprehensive view of individual science teacher's classroom experiences, knowledge of science education reform, and the role of high stakes tests in their pedagogical choices. The science teachers involved in the research demonstrated a passionate concern for equity in assessment. Although they did not all relate their views of best assessment practices as being aligned with reform recommendations, science teachers' explanations of the best forms of assessment were generally consistent with reform suggestions. Factors such as time, money, and influences such as administrators and state tests emerged as rationales for the continued use of more traditional forms of assessment. Limitations of the study, suggestions for further research, and further implications of the research are also discussed.

PHD, Kent State University, 2008, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies

Relying on the book of Genesis as a source text, young-earth creationists or "creation scientists" claim to find physical evidence that the earth was created in six 24-hour periods less than ten thousand years ago and that most of the geologic column was laid down in a year-long worldwide flood. Unsurprisingly, these claims lead to a boundary dispute over the definition of science, in which mainstream scientists impugn the validity of creation science and creation scientists respond in kind. Although young-earth creationism is a growing movement, little is known about it. In particular, little is known about how creationists view the relationship between creationism and science or how the rhetoric of moral, cultural, environmental, and/or biological decline informs creationist practice. In order to investigate these issues, I studied the Fossil Museum (pseudonym), a local young-earth creationist institution, through a combination of naturalistic inquiry and visitor interviews. With respect to the rhetoric of decline, I found that cultural, environmental, and biological decline appear to function independently of one another in Fossil Museum rhetoric. With respect to views of the relationship between creationism and science, I found that despite having limited training or experience in science and despite committing numerous scientific errors, Fossil Museum associates respect and emulate science. Believing that physical evidence mediated by honest science will vindicate young-earth creationism, Fossil Museum associates speak of science in highly Baconian terms, invoking the ideal of assumption-free data and privileging observation over inference. They also accept the notion that science should be falsifiable and they suggest that on this criterion, mainstream science is not scientific. Yet because of their belief that physical evidence can vindicate their position, they openly discuss counterevidence to young-earth creationism, regarding such counterevidence as anoma (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

While Perkins V legislation and newer career and technical education programs were designed to prepare students for success in both college and career pathways and modern career and technical education programs are supposed to expand college and career readiness outcomes for students, there is a lack of research examining supports that promote the academic engagement and success of Black male students in high school career academies. Career academies are a type of high school reform initiative that is designed to prepare students for college and careers in career fields such as engineering and informing technology (Fletcher & Tan, 2022; Fletcher et al., 2018). In the 1970s, career academies were designed as career-oriented schools that delivered college preparatory instructional curriculum, and operated as smaller schools within larger schools (ACTE, 2019; NAF, 2023). Comprehensive school reform efforts like career academies are likely to ensure that Black male students are prepared for college and careers with personalized resources and services such as trade and apprenticeship pathways, work-based learning, early career exploration, guidance counseling, and college-level examination programs. In this study, I described the need for research to examine college and career readiness of high school Black male students at a NAF (formerly known as the National Foundation Academy) Academy of Engineering. I utilized the theoretical frameworks of college and career ready by Stone and Lewis (2012) and culturally relevant pedagogy by Ladson-Billings (1992) to review the research questions, background of the problem, problem statement, purpose statement, and significance of the study. Since Black males are a vulnerable group of youth with lower academic achievement and performance and barriers to career prospects and access to higher education (Brown et al., 2019; Hines et al., 2014; Wright, 2019), I explored the role of career academies, culturally relevant education for Bla (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2021, Political Science

Past literature in democratization, nationalism, and autocratic regime maintenance illustrate how education invites both risk and reward for autocratic states. Education is simultaneously linked with pro-democratic attitudes, political disengagement, and autocratic failure. At the same time, autocrats are predicted to be hesitant towards investing in disenfranchised populations. However, education has also been found to bolster national loyalty and identity, human capital, and long-term development. Nor is the real-world variation clear, autocratic states display significant variation in educational investment and attainment in addition to varied relationships between education and political outcomes. I argue that education can sustain or compromise autocratic stability depending on two factors: the ethnic composition of the state and the extent to which the state uses propaganda in schools. Education does not have a uniform effect. Education will not instill similarly pro-democratic attitudes or identity affiliations across a diverse population, even if the education “treatment” is constant. At the state level, similar educational policies and initiatives across autocratic states can have opposite outcomes, jeopardizing or strengthening autocratic stability. Similarly, at the individual level, increased education can lead to individuals becoming more or less attached to the national identity. My dissertation presents three papers to investigate the factors leading to differences in this real-world variation.

Doctor of Philosophy (PhD), Ohio University, 2019, Curriculum and Instruction Science Education (Education)

Educators in the fields of science education and agricultural science aim to promote literacy in their respective disciplines. Although the constructs of agricultural literacy and scientific literacy converge, there is a need for educational frameworks that connect them. Consequently, literature that connects the subjects is scant. The Socioscientfic Issues (SSI) framework is a promising educational method for addressing these needs as it utilizes controversial issues related to science and society as a context for promoting scientific literacy. While various SSI are connected to agricultural education, such as the use of synthetic pesticides, genetically modified organisms (GMOs), and land use dilemmas related to water quality, the framework may be useful in bringing the fields together. This dissertation, which follows a three article format, integrates three separate yet related articles that explore the utilization of SSI in the context of secondary student based agricultural education (SBAE). The first manuscript, “Science in the Garden: A Qualitative Analysis of School-based Agricultural Educators' Strategies,” is an investigation on how two Future Farmers of America (FFA) teachers facilitate the development of agricultural and scientific literacy through gardening education and whether SSI is being utilized. For the second article, “Exploring FFA Students' Modes of Informal Reasoning Regarding an Agricultural Socioscientific Issue,” SSI-based curriculum was developed and implemented for an FFA class. Students' modes of informal reasoning while negotiating a SSI were explored. The final article, “A Framework for Student-Centered Learning in School Based Agricultural Education,” was written as a practitioner piece. This article is based on the second journal article yet is written for secondary SBAE teachers in that it includes practical, research-based steps for implementing SSI in the classroom. Based on my findings from all three papers, I have co (open full item for complete abstract)

Master of Science (MS), Wright State University, 2019, Biological Sciences

Although numerous studies have documented the benefits of using scientific practices in K-12 education, many in-service teachers continue to use traditional pedagogical practices. In order to address the underlying deficiencies in teacher pedagogical design capacity (PDC) for practices, we developed a lesson study (LS) based professional learning (PL) program, which we implemented at a low socio-economic status (SES) school district. Using classical content analysis and supplementary assessments, I investigated the impact this LS based PL program had on teacher PDC for scientific practices (particularly the practice of argumentation), student argumentation competency, and teacher self-efficacy. My results demonstrate that teacher PDC for the several scientific practices, particularly scientific modeling, argumentation, and communicating findings, increased due to our PL program. However, student argumentation competency and teacher self-efficacy remained stagnant, possibly due to the short timescale (1 year) of our intervention and the lack of support from upper-level administrators.

Doctor of Philosophy, Miami University, 2018, Chemistry and Biochemistry

This study was designed to explore the chemistry outreach practices of college students associated with the American Chemical Society (ACS) and Alpha Chi Sigma (ΑΧΣ). Students affiliated with these organizations are heavily involved with the chemistry-specific informal science education practice of chemistry outreach. Despite reporting that they reach almost 1 million people every year through outreach, little is known about their outreach practices. Two investigations were conducted to address the gap in understanding of college students conducting outreach. The first investigation involved an open-ended survey administered nationally to students (N = 206) and their faculty/staff advisors (N = 107) to characterize the outreach practices of these two populations through the lenses of 1) purposes of doing outreach, 2) activities commonly used, and 3) evaluation practices. Results indicated that audience learning is the most frequently discussed purpose of outreach, followed by affective goals (e.g., interest, enjoyment). The most prevalently facilitated activities include the elephant toothpaste reaction and making liquid nitrogen ice cream. Lastly, results showed little evidence to support that students evaluate their outreach practices, and whether or not they are meeting their goals. Using these results, the second investigation was an in-depth qualitative study (N = 37 students) conducted remotely using multimedia-based software. The goals were to explore college student understandings of the chemistry content underlying elephant toothpaste and liquid nitrogen ice cream, their teaching and learning beliefs that they bring into outreach, and the training experiences students had prior to facilitating events. Multiple theoretical lenses were used to interpret findings, including Meaningful Learning theory, the role of content knowledge in teacher pedagogical content knowledge, the impacts of teacher beliefs on their practices, and Cognitive Apprenticeship Theo (open full item for complete abstract)