Professor, University of Pittsburgh Department of Psychology
Senior Scientist, Learning Research & Development Center
- STEM reasoning and learning
- Neuroscience of complex learning
- Peer interaction and instruction
- Engagement and learning
Cannady, M.A., Vincent-Ruz, P., Chung, J.M., & Schunn, C.D. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59, 1-15.
Schunn, C.D. (2019). What should cognitive science look like? Neither a tree nor physics. Topics in Cognitive Science, 1-8.
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019). Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way. Physical Review Physics Education Research.
Betancur, L., Rottman, B. M., Votruba-Drzal, E., & Schunn, C. (2019). Analytical assessment of course sequencing: The case of methodological courses in psychology. Journal of Educational Psychology. 111,91-103.
Elizondo-Garcia, J., Schunn, C. & Gallardo, K. (2019). Quality of peer feedback in relation to instructional design: A comparative study in energy and sustainability MOOCs. International Journal of Instruction, 12(1), 1025-1040.
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.
Quintana, R., & Schunn, C. (2019). Who benefits from a foundational logic course? Effects on undergraduate course performance. Journal of Research on Educational Effectiveness, 12(2), 191-214.
Nokes-Malach, T., Kalender, Y., Marshman, E., Schunn, C., & Singh, C. (2019). Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics. Department of Physics and Astronomy, University of Pittsburgh.
Kalender, Y., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019). Gendered patterns in the construction of physics identity from motivational factors. Physical Review Physics Education Research.
Vincent-Ruz, P., & Schunn, C. (2019). Identity Complexes and Science Identity in Early Secondary: Mono-topical or in Combination with Other Topical Identities. Springer Link.
Dorph, R., Cannady, M., & Schunn, C. (2019). What Drives Engagement in Exhibits? The Interaction between Visitor Activation Profiles and Exhibit Features. Curator the Museum Journal.
Paletz, S. B. F., & Schunn, C. D. (2018). Micro-conflict coding scheme. In E. Brauner, Boos, & Kolbe (Eds.), Cambridge Handbook of Group Interaction Analysis.
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).
Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. Contemporary Educational Psychology .
Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology, 110(6), 798-810.
Liu, R., Schunn, C. D., Fiez, J. A., & Libertus, M. E. (2018). The integration between nonsymbolic and symbolic numbers: Evidence from an EEG study. Brain and Behavior, 8(4).
Schunn, C. D., Newcombe, N. S., Alfieri, L., Cromley, J. G., Massey, C., & Merlino, J. F. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Journal of Theoretical Social Psychology, 32(2), 225-240.
Pareja Roblin, N., Schunn, C., & McKenney, S. (2018). What are critical features of science curriculum materials that impact student and teacher outcomes? Science Education, 102(2), 260-282.
Schunn, C. et al. (2018). Adaptability of the US Engineering and Technical Workforce: Proceedings of a Workshop. Washington, DC: The National Academies Press.
Mandala, M., Schunn, C., Dow, S., Goldberg, M., & Pearlman, J. (2018). Uncovering the practices, challenges, and incentives for engineering design faculty. International Journal of Engineering Education, 34(4), 1314–1324.
Dorph, R., & Schunn, C. D. (2018). Positioning youth for persistent success in jewish learning and living. Activating jewish learners. (pp. 8-24). Retrieved from http://www.lrdc.pitt.edu/schunn/papers/DorphSchunn-JLA-2018.pdf
Baikadi, A., Demmans Epp, C., & Schunn, C. (2018). Participating by activity or by week in MOOCs. Information and Learning Science.119(9-10) 572-585.
Betancur, L., Vortuba-Drzal, E., & Schunn, C. (2018). Socioeconomic gaps in science achievement. International Journal of STEM Education 5(38), 1-25.
McKenney, S. & Schunn, C. D. (2018). How can educational research support practice at scale? Attending to educational designer needs. British Educational Research Journal, 1-17.
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
The Institute for Learning (IFL) and the Center for Urban Education (CUE) in Pitt’s School of Education have received a 5-year grant from the Bill & Melinda Gates Foundation. Award has received press coverage in multiple news outlets, including Education Week (IFL mentioned bullet point 7), and the Dallas News (IFL mentioned paragraph 6).
September 5, 2018
Research conducted by LRDC graduate student Paulette Vincent-Ruz and faculty advisor Chris Schunn is featured on an infographic on the Wiley International Women's Day website. Their research on gender differences in STEM fields is highlighted under "Affirm her competency,” taken from the original article "The Increasingly Important Role of Science Competency Beliefs for Science Learning in Girls.”
March 13, 2018
Canadian Science Publishing posted a blog related to a physics paper by Tim Nokes-Malach, Chris Schunn, Chandralekha Singh, and co-authors Emily Marshman and Zeynep Y. Kalender, titled "The Experiences of Female Students in an Introductory Physics Course" on December 29, 2017. The paper referred to in the article is "A Longitudinal Analysis of Students’ Motivational Characteristics in Introductory Physics Courses: Gender Differences."
December 29, 2017
The James S. McDonnell Foundation has awarded a five-year, $2.5 million grant to Principal Investigator Mary Kay Stein, LRDC Associate Director for Educational Research and Practice, and Co-Investigators Chris Schunn, Lindsay Clare Matsumura, Jennifer Russell, and Richard Correnti for their research, entitled "Teacher Learning to Enact Productive Discussions in Mathematics and Literacy."
December 15, 2017
Meghan Bathgate, Chris Schunn, and Rip Correnti’s research on Childrens’ responses to science across settings is featured in the May 2016 Relating Research to Practice Brief, a website supported by the National Science Foundation.
May 31, 2016
“Do the Best Ideas (Really) Come from Conceptually Distant Sources of Inspiration?" authored by Chris Schunn, his former graduate student Joel Chan, and Steven Dow, has been awarded the Design Studies Award 2015.
April 11, 2016
Tim Nokes-Malach, with colleagues, has been awarded a grant from the National Science Foundation for "Build, Understand, & Tune Interventions that Cumulate to Real Impact." This interdisciplinary project includes LRDC researchers Christian Schunn, Benjamin Rottman, Kevin Binning, and Center Associates Chandralekha Singh and Elizabeth Votruba-Drzal and other Pitt faculty across the disciplines of biology, chemistry, and physics.
August 21, 2015
Chris Schunn is interviewed about his research for the Canadian Broadcasting System (CBC) "Eureka!: Mapping the Creative Mind." Chris's section begins at 35:20.
March 23, 2015
Christian Schunn and Joel Chan's research included in the Innovation Excellence blog, number 12 "Being a 'genius' requires hard work, not talent."
March 16, 2015
Chris Schunn was mentioned in the OZY article "Bridging Tech's Gender Gap...With Dance."
January 15, 2015
Joel Chan and Christian Schunn's research was discussed in the OZY article "The Productivity Secret You Don't Want to Hear."
Panther Learning Systems, Inc. won Ed Tech Company of the Year at the Pittsburgh Technology Council Tech 50 awards. Panther Learning Systems licenses Peerceptive, (SWoRD), which is a web-based peer review system to support writing instruction, developed at LRDC by Christian Schunn.
Joel Chan and Christian Schunn's research on analogies was used in the article "How to Think Like an Engineer" from Design News.
Chris Schunn and Muhsin Menekse, with Robin Shoop of CMU, have received a National Science Foundation grant for "Changing Culture in Robotics Classrooms." This is a continuing grant that has been approved on scientific/technical merit.
A list of recent LRDC award recipients is on page 18 of the August 28 issue of the University Times. Einat Heyd-Metzuyanim, Melissa Libertus, Diane Litman, Charles Perfetti, Christian Schunn, Natasha Tokowicz, Tessa Warren, and Jingtao Wang were all mentioned.
Congratulations to Christian Schunn, Diane Litman, and Amanda Godley. "An Intelligent Ecosystem for Science Writing Instruction," was awarded a The National Science Foundation (NSF) grant.
Joel Chan and Christian Schunn's research was mentioned in class the Business Insider, "This Cognitive Tool Helped Thomas Edison Discover His Inventions."
Joel Chan and Christian Schunn’s research on analogies was mentioned in a recent National Geographic blog "Where Do New Ideas Come from?"
Chris Schunn has been elected a Fellow in the Association for Psychological Science.