UNIVERSITY OF WISCONSIN River Falls
Clinical Associate Professor, STEMteach
Office: 245 Wyman Teacher Education Bldg
Ph.D - May 2012 - University of Minnesota Curriculum and Instruction Science Education
M.A.- December 2005 - University of Minnesota Curriculum and Instruciton Science Education
B.S. - May 2001 - University of Wisconsin Genetics and Spanish
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
TED 780 Professional Development Practicum
Formative assessment, culturally relevant pedagogy, STEM education, computer science education
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.