Haroldson, Rachelle

Rachelle Haroldson

Instructional Designer - Center for Excellence in Teaching and Learning (CETL)

Academic Affairs
Office: 102b Davee Library
Phone: 715-425-3091

Email: rachelle.haroldson@uwrf.edu

Education:

Ph.D - May 2012 - University of Minnesota Curriculum and Instruction Science Education

M.A.- December 2005 - University of Minnesota Curriculum and Instruction Science Education

B.S. - May 2001 - University of Wisconsin Genetics and Spanish

Courses Taught:

TED 250 Educational Psychology for Teachers  
TED 780 Professional Development Practicum
UTCH 701 STEMteach: Steps 1 and 2
UTCH 703 Classroom Interactions
UTCH 704 Project-based Instruction  
UTCH 707 Perspectives in Math and Science
UTCH 708 Apprentice Teaching Seminar
UTCH 709 Apprentice Teaching for Secondary & Middle Grades
 

Research Interests:

Formative assessment, culturally relevant pedagogy, STEM education, computer science education

 

Publications:

Haroldson, R. (March/April 2022). Teaching with Music: The “I Heart Science” Playlist. The Science Teacher, 89(4), 16-17.

Ellingson, C. L., Edwards, K., Roehrig, G. H., Hoelscher, M. C., Haroldson, R. A., & Dubinsky, J. M. (2021). Connecting the Dots from Professional Development to Student Learning. CBE-Life Sciences Education, 20(57), 1-15.

Haroldson, R. (November/December 2021). Picture This: The Versatility of Graphic Novels in Science Class. The Science Teacher, 89(2), 37-43.

Lusardi, L. & Haroldson, R. (July/August 2021). Who is Most Affected by COVID-19?: Using StoryMaps with Student Investigations. The Science Teacher, 88(6), 30-37.

Ballard, D. & Haroldson, R. (online March 2021; published January 2022). Analysis of Computational Thinking in Children’s Literature for K-6 Students: Literature as a Non-Programming Unplugged Resource. Journal of Educational Computing Research, 59(8), 1487-1516. (peer reviewed). https://doi.org/10.1177/07356331211004048

Haroldson, R. (September 2020). Teaching Steps 1/2 Combo: Getting Field Experiences on Campus and in the Community. Preparing STEM Teachers: A Replication Model (edited volume). Charlotte, NC: Information Age Publishing.

Haroldson, R. & Ballard, D. (online June 2020; published 2021). Alignment and Representation in Computer Science: An Analysis of Picture Books and Graphic Novels for K-8 Students. Computer Science Education, (31)1, 4-29. https://doi.org/10.1080/08993408.2020.1779520

Haroldson, R. (October 2019). Patterns, Puzzles, and the Periodic Table. The Science Teacher, 87(3), 30-36.

Haroldson, R. A. (2018). Listening to the voices of our students: A framework for engagement in science. In S. Jones and E. Sheffield (Eds.), Why Kids Love (and Hate) School: Reflections on Difference. Gorham, ME: Myers Education Press.  

Wampfler, R. & Haroldson, R. (December, 2016). Scratching records: Third graders explore static electricity with latex-free supplies. Science & Children, 54(4), 26-33. 

Haroldson, Rachelle Ann. (2012). Student perceptions of formative assessment in the chemistry classroom. Retrieved from the University of Minnesota Digital Conservancy,    http://purl.umn.edu/131744.

Wood, N.B., Lawrenz, F., & Haroldson, R. (2009). A judicial presentation of evidence of a student culture of “dealing.” Journal of Research in Science Teaching, 46(4), 421-441.