Heather is motivated to help people navigate the ever-increasing challenges of climate change. Her transdisciplinary learning sciences research unites science and data science education, climate science, civic engagement and design to explore the space between science and community and how each can support the other. In her dissertation, “Supporting Equitable Climate Change Decisions in a Rural Community Through Expanded Notions of Climate Data: Using critical data perspectives and practices to support climate learning while co-designing an online, map-based, educational resource,” for which she was awarded a NAEd/Spencer Dissertation Fellowship, she is determining how collaborative mapping with members of a rural, politically conservative-leaning, climate vulnerable community on the Chesapeake Bay might support equitable and just local responses to climate challenges.
In her dissertation research she supported members of the community to use ArcGIS Storymapping software to collaboratively map the nature, history and culture of their landscape. She is currently analyzing her data to understand how this experience visualized, and possibly expanded, participants' notions of local data. She will use critical perspectives of data science to generate principles, especially around personally-held data, that extend ideas of what data is valuable, who holds, uses, and produces valuable data, and how to best teach people to critically engage with data to make informed decisions. Her work contributes to the understanding of how communities can be supported to use local data to make equitable, just decisions when meeting the challenges of wicked problems such as climate change.

Growing up, Heather developed a love for nature and an understanding of, and appreciation for, rural communities, especially of Hawai'i, her birthplace, and the mountain west. Heather’s scholarship is grounded in her experience growing up and living within these rural communities and her work as an ecologist, where she witnessed how academic ways of knowing could overlook community-held scientific knowledge.

Heather has a Master’s Degree in Biology from Boston University and Bachelors of Arts in Biology, Chemistry and Asian studies from Linfield University in Oregon. She has worked as an ecologist for federal, state and tribal governments, served as a faculty member in the Biology Department at Mohave Community College in Arizona, and led the citizen science and curriculum development portions of the Fossil Atmospheres Project, housed within the Paleobiology Department of the Smithsonian’s National Museum of Natural History. She has also lived and taught abroad, primarily in Japan, and spent time living and working at the U.S. research station McMurdo in Antarctica.

Fellowship Year

The National Academy of Education/Spencer Dissertation Fellowship                                                                                                                            $27,500

2023
Sandra K. Abell Institute for Doctoral Students Fellow sponsored by the National Association of Research in Science Teaching (NARST)                             All expenses for a one-week retreat held at Clemson University 2023
Honors and Awards Year

Graduate Research Symposium for the National Association of Research in Science Teaching (NARST)                                           Mentorship and NARST 2023 conference registration                         

2023
University of Maryland College of Education's Support Program   for Advancing Research and Collaboration (SPARC) award          $909 2023

University of Maryland Graduate School Faculty-Student Research Award. With Dr. Tamara Clegg.                                                      $10,000

2022
University of Maryland College of Education Dean’s Fellowship                                                                                                            $5,000/year for 4 years 2017-2020
Best Graduate Poster Award – Division C - Computer Science Education: American Educational Research Association (AERA) 2019
University of Maryland College of Education Travel Grant, $500                                                                              2024
University of Maryland College of Education Travel Grant, $1000                                                                            2023
University of Maryland College of Education Travel Grant, $400                                                                              2020

National Science Foundation (NSF) travel grant to attend the ACM Global Computing Education Conference (CompEd 2019)      Registration, travel and accomodation in Chengdu, China, $1000

2019
University of Maryland College of Education Dean’s Graduate Travel Grant, $750 2019
University of Maryland College of Education Travel Grant, $400                                                                              2019
Jacob K. Goldhaber Travel Grant, $600                                                                                                                        2018
University of Maryland College of Education Travel Grant, $200                                                                              2018
International Conference Student Support Award, $300                                                                                              2018
Undergraduate Awards: Honors Scholarship, Psychology Department    

Peer-Reviewed Journal Publications

Killen, H., Byrne, V., Coenraad, M., Cabrera, L., Ketelhut, D. J., Plane, J. (n.d.). Teacher Education to Integrate Computational Thinking into Elementary Science: A Design-Based Research Study. Transactions on Computing Education. Manuscript accepted. https://doi.org/10.1145/3618115

Cabrera, L., Ketelhut, D. J., Mills, K., Killen, H., Coenraad, M., Byrne, V. L., & Plane, J. D. (2023). Designing a framework for teachers' integration of computational thinking into elementary science. Journal of Research in Science Teaching, 1–36. https://doi.org/10.1002/tea.21888

Cabrera, L., Byrne, V., Ketelhut, D. J., Coenraad, M., Killen, H., Mills, K. M., Plane, J., & McGinnis, J. R. (2021). Measuring Teacher Self-Efficacy for Integrating Computational Thinking in Science (T-SelECTS). Educational Innovations and Emerging Technologies, 1(1), 3-14. https://doi.org/10.35745/eiet2021v01.01.0002

Coenraad, M., Cabrera, L., Killen, H., Plane, J., & Ketelhut, D.J. (2021). Computational thinking integration in elementary teachers’ science lesson plans. Computational Thinking in PreK-5: Empirical Evidence for Integration and Future Directions, 11-18. https://doi.org/10.1145/3507951.3519283

Killen, H., Chang, L., Soul, L., & Barclay, R. (2022). Combining Physical and Digital Data Collection for Citizen Science Climate Research. Citizen Science: Theory and Practice, 7(1), 10. DOI: http://doi.org/10.5334/cstp.422

Book Chapters

Coenraad, M., Cabrera, L., Killen, H., Plane, J., & Ketelhut, D.J. (2021). Computational thinking integration in elementary teachers’ science lesson plans. Computational Thinking in PreK-5: Empirical Evidence for Integration and Future Directions, 11-18.

Peer-Reviewed Conference Proceedings (with archival publications)

Tran, M., Killen, H., Palmer, J., Franklin, D., & Weintrop, D. (n.d.). Customizing Structured Scratch Activities: Scaffolding Teachers in Customizing Scratch Encore Curriculum. Under review at the 55th ACM Technical Symposium on Computer Science Education (SIGCSE ’24).

Killen, H. & Bonsignore, E. (2023). Co-designing for Environmental Engagement: Moving inside people outside and moving outside people outdoors in Proceedings of the 16th International Conference of the Learning Sciences (ICLS 2023). Montreal, Canada: International Society of the Learning Sciences.

Killen, H., Kramarczuk, K., and Kettelhut, D. (2022). Leveraging Researcher and Practitioner Partnerships to Promote Equitable CT-integrated Elementary Science Instruction. RESPECT Conference, Philadelphia, PA.

Killen, H., Soul, L., & Barclay, R. (2021). Merging Teacher Professional Development with Designing Curriculum Incorporating Cutting-Edge Science in a Natural History Museum in Proceedings of the 15th International Conference of the Learning Sciences (ICLS 2021). Bochum, Germany: International Society of the Learning Sciences. 971-972. DOI: https://doi.dx.org/10.22318/icls2021.971

Cabrera, L., Coenraad, M., Byrne, V., Killen, H., & Ketelhut, D.J. (2021). Integrating Computational Thinking into Elementary Science Online in Proceedings of the 15th International Conference of the Learning Sciences (ICLS 2021). Bochum, Germany: International Society of the Learning Sciences. 885-886. DOI: https://doi.dx.org/10.22318/icls2021.885

Killen, H., Coenraad, M., Byrne, V., Cabrera, L., & Ketelhut, D.J. (2020). Reimagining computational thinking professional development: Benefits of a community of practice model. In Proceedings of the International Conference of the Learning Sciences (ICLS 2020), Nashville, Tennessee, USA: ISLS. DOI: https://doi.dx.org/10.22318/icls2020.2125

Killen, H., Coenraad, M., Cabrera, L., Mills, K., Ketelhut, D. J., & Plane, J. (2020). “We’ll be Scratching all the Time:” Understanding the role of language in computational thinking training for elementary teachers. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE ’20). Association for Computing Machinery, New York, NY, USA, 1281. (Conference cancelled). DOI: https://doi.org/10.1145/3328778.3372667

Killen, H., Weintrop, D., & Garvin, M. (2019). AP Computer Science Principles’ Impact on the Landscape of High School Computer Science using Maryland as a Model. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19). Association for Computing Machinery, New York, NY, USA, 1060–1066. DOI: https://doi.org/10.1145/3287324.3287356

Garvin, M., Killen, H., Plane, J., & Weintrop, D. (2019). Primary School Teachers’ Conceptions of Computational Thinking. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19). Association for Computing Machinery, New York, NY, USA, 899–905. DOI: https://doi.org/10.1145/3287324.3287376

Weintrop, D., Killen, H., Munzar, T., & Franke, B. (2019). Block-based Comprehension: Exploring and Explaining Student Outcomes from a Read-only Block-based Exam. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE ’19). Association for Computing Machinery, New York, NY, USA, 1218–1224. DOI: https://doi.org/10.1145/3287324.3287348

Weintrop, D., Killen, H., & Franke, B. E. (2018). Blocks or Text? How programming language modality makes a difference in assessing underrepresented populations. In Proceedings of the International Society of the Learning Sciences, (ICLS 2018), London, England: ISLS. DOI: https://doi.dx.org/10.22318/cscl2018.328

Invited Conference Presentations (Refereed)

Killen, H., (2024) Building Climate Change Understanding within a Skeptical Rural Community: The role of local knowledge when expanding a shared evidence base. Accepted to National Association of Research in Science Teaching (NARST) 2024. Denver, CO.

Cooke, H., Killen, H., Lahiri, S., McGowan, V.C. (n.d.). Educating in the climate crisis: Contextualizing climate change understanding by humanizing pedagogy. Under review. National Association of Research in Science Teaching (NARST) 2024. Denver, CO.

Killen, H., Tran, M., Palmer, J., Franklin, D., & Weintrop, D. (n.d.). Supporting Computer Science Teachers to Customize Culturally Relevant Instructional Materials: Challenges and Iteratively Designed Solutions. Under review. Educational Research Association Conference 2024 (AERA). Philadelphia, PA.

Ennes, M., Killen, H., Breguerrero, Barrales, W., Ma, J., Veggeberg, K., Zummo, L., Karader, Lukes, L., Hoge, K., MacPherson., A, Hammerness, K. (n.d.). Structured poster session: Science Communication Research in Informal Science Settings. Under review. Educational Research Association Conference 2024 (AERA). Philadelphia, PA.

Mack, J., Stephens, A., Drozda, Z., Hosten, M., Killen, H., Stefik, A., Rosato, J. (n.d.). Symposium: Data Science by Whom, for Whom, in What Spaces?  Constructing New Realities for Data Literacy. Under review. Educational Research Association Conference 2024 (AERA). Philadelphia, PA.

Killen, H., Coenraad, M, Cabrera, L., Byrne, V., Jass Ketelhut, D. & Plane, J. (2023). Teacher Professional Development to Integrate Computational Thinking into Elementary Science: A design-based research study, Educational Research Association Conference 2023 (AERA). Chicago, IL.

Killen, H., Soul, L., & Barclay, R. (2022). Embracing Technology in a Hybrid Citizen Science Protocol: Increasing Access...and Loneliness?, Educational Research Association Conference 2022 (AERA). San Diego, CA. https://doi.org/10.3102/1890192

Killen, H., Soul, L., Chang, L. & Barclay, R. (2021). Opportunities for Community Building when Using a Hybrid Citizen Science Project Pairing Online Data Reporting and Geographically Dispersed Physical Sample Collection. Human Computer Interaction Lab Symposium 2021. College Park, Maryland: University of Maryland Human Computer Interaction Lab.

Killen H., Coenraad, M, Cabrera, L., Byrne, V. & Jass Ketelhut, D. (2021). Integrating Computational Thinking into Elementary Inquiry-based Science Instruction: Affordances of a Community of Practice Model. National Association of Research in Science Teaching (NARST 2021). Orlando, FL.

Killen, H., Coenraad, M, Cabrera, L., Byrne, V., Jass Ketelhut, D. (2021). Benefits of Expanded Mentorship in a Community of Practice Model for Computational Thinking Professional Development. Educational Research Association Conference 2021 (AERA). Orlando, FL.

Killen, H., Mills, K., Cabrera, L., Coenraad, M., Jass Ketelhut, D., McGinnis, J. R., Plane, J. (2020). Computational Thinking in Elementary Education: A Framework to Develop a CT Language Roadmap. American Educational Research Association Conference 2020 (AERA). San Francisco, CA. (Conference cancelled)

Ketelhut, D., Killen H., McGinnis, J.R. (2020). An Investigation of Preservice Elementary Teachers Reaction to Integrating Computational Thinking in Their Teaching. National Association of Research in Science Teaching (NARST) 2020. Portland, OR. (Conference cancelled)

Killen, H. (2019). Investigating the Impact of Including Virtual Spaces on Citizen Science Projects to Promote Participation. International Conference of the Citizen Science Association (CitSci). Raleigh, NC.

Mills, K., Coenraad, M., Cabrera, L., Killen, H., Jass Ketelhut, D., McGinnis, J. R. (2020). A Design Based Research Approach to Integrating Computational Thinking into Elementary Science Teacher Education. American Educational Research Association Conference 2020 (AERA). San Francisco, CA. (Conference cancelled)

Invited Conference Posters (Refereed)

Killen, H., Soul, L., Chang, L. & Barclay, R. (2021). Collecting Leaves and Data for Climate Science on iNaturalist: A hybrid citizen science protocol. CitSci Virtual 2021. Citizen Science Association.

Killen, H., Pauw, D., Clegg, T., Preece, J. (2019). Creating Successful Citizen Science Researcher Partnerships with Interest-Focused, Learning-Centered Communities. International Conference of the Citizen Science Association (CitSci). Raleigh, NC.

Killen, H., Weintrop, D., & Garvin, M. (2019). AP Computer Science Principles’ Impact on the Landscape of High School Computer Science using Maryland as a Model. Presented at the American Educational Research Association Conference (AERA). Toronto, ON.

Invited Workshops (Refereed)

Killen, H., MacNeil, S., Clegg, T., Maher, M. L., Yeh, T. & Preece, J. (2021). Developing Bespoke Technology for Small Communities: Lessons from the NatureNet project. National Science Foundation Human-Technology Interface Series: Pathways to Products for Lifelong Learning Workshop. December 16, 2021.

Killen H., Coenraad, M, Cabrera, L., Byrne, V., Jass Ketelhut, D. (2021). Integrating Computational Thinking (CT) into Elementary Science Online and Face-to-Face: How to run a successful PD for pre-service and in-service teachers with a proven framework, tech tools, and strategies. Presented virtually at National Association of Research in Science Teaching (NARST) 2021. Orlando, FL.

Kim, J. G., MacNeil, S., Maher, M., Clegg, T., Killen, H., & Preece, J. (2020). A Citizen Science Platform that Supports Community-Driven Environmental Projects in Diverse Neighborhoods. To have been presented at the 2020 SIGCHI Conference on Human Factors in Computing Systems (CHI ’20). Honolulu, Hawai’i.

Other Presentations

Killen, H. (2023). Engaging with Critical Data Perspectives and Practices to Encourage Expanded Notions of Local Climate Data: Preliminary analysis when co-designing a local, online, map-based, educational resource. To be presented at the Learning Sciences Graduate Student Conference, Iowa City, Iowa, USA, October 13-15, 2023.

Killen, H. (2022). Exploring Ways in which a Rural Community Holds, Uses and Produces Climate Change Data. Learning Sciences Graduate Student Conference, Bloomington, Indiana, USA, October 21-23, 2022.

Killen, H. (2021). Developing a Framework for Climate Change Agency that Centers Civic Action. Presented virtually at the Learning Sciences Graduate Student Conference, Chicago, IL, USA, November 12-14, 2021.

Killen, H. (2020). Assessing Engagement in Informal STEM Spaces: The first steps toward applying Human Computer Interaction measures to understand engagement in natural history museums, science centers and other informal STEM spaces – Poster. Presented virtually at the Learning Sciences Graduate Student Conference, Madison, Wisconsin, USA, November 13-15, 2020.

Killen, H. (2019). Investigating Participation when Including Virtual Spaces in an Informal Adult Learning Environment: Utilizing affinity space theory within a community of practice to support a group through time. Learning Sciences Graduate Student Conference, Evanston, Illinois, USA, September 20-22, 2019.

Killen, H., (2018). Investigating Computer Science Understanding in Block and Text Environments Using Eye Tracking. Learning Sciences Graduate Student Conference, Nashville, Tennessee, USA, October 12-13, 2018.

Ketelhut, D. J., Cabrera, L., McGinnis, R. J., Plane, J., Coenraad, M., Killen, H., & Mills, K. M. (2019). Exploring the Integration of computational Thinking into Preservice Elementary Science Teacher Education. National Science Foundation STEM+C PI Meeting, Washington, D.C., September 18- 20, 2019. http://stemcsummit.edc.org/slides/DianeJass.pdf

National Science Foundation grant-funded projects

  • Division of Research on Learning: Empowering Educators to Create Customized, Culturally-Responsive Instructional Material from Scratch Encore Harmonized with the Interest of Students (NSF #2201312) - University of Maryland College of Education, University of Chicago Department of Computer Science & Chicago Public Schools
    • Graduate Research Assistant
  • Division of Computer and Network Systems: Park WiFi as a BRIDGE to Community Resilience (NSF #2125526) - University of Maryland College of Information Sciences, Department of Computer Science, College of Agriculture and Natural Resources & The Maryland - National Capital Park and Planning Commission
    • Graduate Research Assistant
  • P2C2 Collaborative Research: New Estimates of Atmospheric pCO2 for the Paleocene-Eocene - Fossil Atmospheres Project (NSF #1805228) - Paleobiology Department of the Smithsonian's National Museum of Natural History
    • Community Coordinator
  • STEM+C: Integrating Computational Thinking into Preservice Elementary Science Teaching (NSF #1639891) - University of Maryland College of Education & Department of Computer Science
    • Graduate Research Assistant
  • Advancing Informal STEM Learning: Community-Driven Projects that Include Adaptable Technology for Environmental Learning in Nature Preserves (NSF #1423207) - University of Maryland College of Information Sciences, University of North Carolina Charlotte College of Computing and Informatics & University of Colorado Boulder Department of Computer Science
    • Graduate Research Assistant

 

Courses Taught as instructor of record

BIO 100, Principles of Biology  14 semesters, 40 students per semester
BIO 100, Principles of Biology LAB 14 semesters, 20 students per section, 2 sections per sememster
BIO 205, Microbiology  8 Semesters, 30 students per semester
BIO 205, Microbiology LAB 8 Semesters, 15 students per section, 2 sections per sememster
BIO 185, Biology      2 Semesters, 15 students per semester
BIO 185, Biology LAB 2 Semesters, 15 students per semester