Dr. Christine Cunningham
234A Chambers Building
University Park, PA 16802
234A Chambers Building
University Park, PA 16802
Title
Professor of Practice in Education and EngineeringDepartment
Curriculum and InstructionPrograms
Curriculum and Instruction: Science EducationOther Penn State Affiliations
College of EngineeringBiography
Christine Cunningham is a Professor of Practice in Education and Engineering in the College of Education whose work aims to make engineering and science more relevant and equitable, especially for populations underrepresented and underserved in engineering and science. She aims to create a next generation of innovators and problem solvers by developing research-based and field-tested engineering curricula and professional learning resources for preK-12 education. Her research focuses on articulating frameworks for precollege engineering education and exploring affordances of engineering for learners. She currently serves on the National Assessment Governing Board. Previously, Cunningham was the Founding Director of Engineering is Elementary (EiE). In 2017, her work was recognized with the prestigious Harold W. McGraw, Jr. Prize in Education.
Areas of Expertise
Curriculum Areas
Education Levels
Learning
Teacher Preparation
Education History
Cornell University, Ph.D., 1995 Yale University, M.A. 1991 Yale College, B.A. 1991Representative Publications
Book:
Cunningham, C. M. (2018). Engineering in elementary STEM education: Curriculum design, instruction, learning, and assessment. New York, NY: Teacher College Press.
Articles:
Cunningham, C. M., Lachapelle, C. P., Brennan, R. T., Kelly, G. J., San Antonio Tunis, C., & Gentry, C. A. (2020). The impact of engineering curriculum design principles on elementary students’ engineering and science learning. Journal of Research in Science Teaching. 57, 423–453 doi:10.1002/tea.21601
Kelly, G. J., & Cunningham, C. M. (2019). Epistemic tools in engineering design for K-12 education. Science Education. DOI: 10.1002/sce21513
Cunningham, C. M., & Kelly, G. J. (2019). Collective reasoning in elementary engineering education. In Manalo, E. (Ed.) Deeper learning, dialogic learning, and critical thinking. (pp. 339–355). New York, NY: Routledge.
Cunningham, C. M., Lachapelle, C. P., & Davis, M. (2018). Engineering concepts, practices, and trajectories for early childhood education. In English, L. & Moore, T. (Eds.), Early engineering learning (pp. 135–174). New York, NY: Springer.
Cunningham, C. M., & Kelly, G. K. (2017). Epistemic practices of engineering for education. Science Education.101, 486–505. DOI: 10.1002/sce.21271
Cunningham, C. M., & Kelly, G. K. (2017). Framing engineering practices in elementary school classrooms. International Journal of Engineering Education. 33(1B), 295–307.
Kelly, G. J., Cunningham, C. M., & Ricketts, A. (2017). Engaging in engineering practices as identity work through engineering practices in elementary classrooms. Linguistics and Education. 39, 48–59. DOI: 10.1016/j.linged.2017.05.003
Hertel, J. D., Cunningham, C. M., & Kelly, G. K. (2017). The roles of engineering notebooks in shaping elementary engineering student discourse and practice. International Journal of Science Education. 39, 1194–1217. DOI: 10.1080/09500693.2017.1317864
Cunningham, C. M., & Carlsen, W. S. (2014). Precollege engineering education. In N. Lederman (Ed.), Handbook of research on science education (pp. 747–758). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Cunningham, C. M., & Lachapelle, C. P. (2014). Designing engineering experiencesto engage allstudents. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 117–142). Lafayette, IN: Purdue University Press.
Activities and Honors
Selected Awards
Harold W. McGraw, Jr. Prize in Education, 2017
American Society for Engineering Education K–12 and Pre-College Division Lifetime Achievement Award, 2015
IEEE Pre-University Educator Award, 2015
International Society for Design and Development in Education Prize, 2014
American Society for Engineering Education Fellow, 2014
International Society for Design and Development in Education Fellow (ISDDE), 2010
Outstanding Leadership Award, American Society of Engineering Education K–12 Division, 2005
College of Agriculture and Life Sciences Excellence in Extension/Outreach Award, Cornell University, 1999
American Educational Research Association Division K Dissertation Award, 1996
National Association for Research in Science Teaching Dissertation Award, 1996
Spencer Dissertation Fellowship, 1994–95
NSF Graduate Research Fellowship, 1991–94
A.D. White Fellowship, Cornell University, 1991–94
Alpheus Henry Snow Prize, Yale University, 1991
Yale Science and Engineering Award, Yale University, 1991
Phi Beta Kappa, Yale University, Inducted 1989, President 1990–91
Selected Current & Recent Advisory Committees and Service:
National Assessment Governing Board; U.S. Department of Education (2019–present)
EngineerGirl Steering Committee and Essay Contest Judge; National Academy of Engineering (2014–present)
STEMIIEE Innovation for Inclusion in Early Education; University of North Carolina and University of Denver (2018–present)
Engineering in School; Danish Academy of Technical Sciences (2017–present)
Broadening Identities for Diverse Youth in STEM through Socioenvironmental Problem Solving; University of North Carolina at Greensboro (2017–present)
Notre Dame Center for STEM Education; Notre Dame (2014–present)
National Academy of Science Committee “Supporting English Learners in STEM Subjects” (2017–2019)
Monkey with a Toolbelt; Silvergate Media (2018–2019)
Journal of Pre-College Engineering Education Research (J-PEER) Editorial Board (2010–2019)