Christina Baze

Baze, C. L., Gonza lez-Howard, M., Sampson, V., Fenech, M., Crawford, R., Hutner, T., Chu, L., & Hamilton, X. (2023). Understanding student use of epistemic criteria in engineering design contexts. Science Education, 107(4), 1033-1067.

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Baze, C. L., Buxner, S., Rendes, C., & Miller, S. B. (2023, April). Developing a professional learning program for informal STEM education facilitators. Paper presented at the American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

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Turner, E., Baze, C. L., Valerdi, R., & Buxner, S. (2023, January). Growing Mathletes: Math, growth mindset, and sports. Presented at the 2023 annual Mathematics Educator Appreciation Day (MEAD) conference, Tucson, AZ.

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Baze, C. L. & Buxner, S. (2023, February). Growing Mathletes: Integrating math, growth mindset, and sports. A one-hour teacher professional development workshop provided for Sahuarita Unified School District. Tucson, AZ.

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Hutner, T. L, Sampson, V., Baze, C. L., Chu, L., & Crawford, R. H. (2022). An exploratory study of the goals science teachers' satisfy by integrating engineering core ideas and practices into the science curriculum. International Journal of Science Education, 44(1), 71-90.

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Baze, C. L., & Buxner, S. (2022, May). Enabling educators to engage youth in activities that connect baseball, math, and growth mindset in informal settings. Session presented at the 2022 Annual Meeting of The Center for Advancing Research Impact in Society (ARIS). (Virtual conference.)

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Baze, C. L., & Gonza lez-Howard, M. (2022, March). Students' considerations of epistemic criteria and subsequent tensions in mixed-gender engineering groups. Paper presented virtually at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Vancouver, BC, Canada.

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Buxner, S., Baze, C., Miller, S., Rendes, C., Turner, E., Valerdi, R. (2022, December). Growing Mathletes: A model for integrating growth mindset and other content in informal settings. Presented at the 2022 Annual Conference of the Astronomical Society of the Pacific. (Virtual conference.)

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Baze, C. L., Turner, E., & Buxner, S. (2022, May). Growing Mathletes: Integrating baseball, mindset, and math. Presented during the STEM for All Video Showcase 2022. (Virtual showcase.) https://stemforall2022.videohall.com/presentations/2605

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Hutner, T. L, Sampson, V., Chu, L., Baze, C. L., & Crawford, R. H. (2021). A case study of science teachers' goal conflicts arising when integrating engineering into science classes. Science Education, 106(1), 88-118.

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Gonza lez-Howard, M., Sampson, V. & Baze, C. (2021, April). Factors impacting teachers' understanding and experiences supporting student epistemic agency during STEM design challenges. Paper presented virtually at the Annual Meeting of the National Association for Research in Science Teaching (NARST). (Virtual conference.)

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Lawrence, S. (2021, April 15). Graduate Student Assembly passes legislation to extend funding, program time for graduate students. The Daily Texan. https://thedailytexan.com/2021/04/15/129316/

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Hutner, T. L., Sampson, V., Chu, L., Baze, C. L., & Crawford, R. (2020, April). What goals do science teachers satisfy by integrating engineering design into the science curriculum? Paper presented at the Annual Meeting of the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. (Conference canceled.)

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Gonza lez-Howard, M., Sampson, V., Baze, C. L., & Sosa-Ramirez, J. (2020, April). Teachers' experiences understanding and supporting student epistemic agency. Paper presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. (Conference canceled.)

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Baze, C. L., Sampson, V., Hutner, T. L., Crawford, R. H., Chu, L., Gonza lez-Howard, M., & Riegle-Crumb, C. (2020, March). Girls constructing engineering identities through STEM design challenges. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (Conference canceled.)

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Chu, L., Sampson, V., Hutner, T., Crawford, R., Gonza lez-Howard, M., Baze, C. L., & Riegle-Crumb, C. (2020, March). Assessing student learning of core ideas and practices from participating in an integrated engineering framework. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (Conference canceled.)

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Gonza lez-Howard, M., Sampson, V., Baze, C. L., Chu, L., Hutner, T., & Crawford, R. (2020, March). Developing epistemic agency: Students' perspectives on and experiences with argumentation during STEM design challenges. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (Conference canceled.)

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Morales, L. (2020, February 4). Students advocate for University-wide parental accommodations. The Daily Texan. https://thedailytexan.com/2020/02/04/students-advocate-for-universitywide-parental-accommodations/

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Chu, L., Sampson, V., Hutner, T. L., Rivale, S., Crawford, R. H., Baze, C. L., & Brooks, H. S. (2019). Argument-Driven Engineering in middle school science: An exploratory study of changes in engineering identity over an academic year. Journal of Pre-College Engineering Education Research (J-PEER), 9(2), 72-84.

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Hutner, T. L, Sampson, V., Brooks, H. S., Baze, C. L., Gregory, J., Sommerhauser, K., & Broadway, M. (2019). Developing a highway crash safety barrier: Using science and engineering practices, crosscutting concepts, and disciplinary core ideas to solve problems. The Science Scope, 43(1), 36-43.

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Baze, C. L. (2019, March-April). Girls doing STEM: Epistemic agency, identity, and gender through Argument-Driven Engineering. Presentation given at the 2019 annual meeting of the National Association for Research in Science Teaching (NARST), Baltimore, MD.

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Bohra, N. (2019, November 7). Graduate Student Assembly proposes weeklong Thanksgiving break. The Daily Texan. https://thedailytexan.com/2019/11/07/graduate-student-assembly-proposes-weeklong-thanksgiving-break/

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Grobe, L. (2019, September 6). Graduate students concerned about long-term plans for tuition coverage. The Daily Texan. https://thedailytexan.com/2019/09/06/graduate-students-concerned-about-long-term-plans-for-tuition-coverage/

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Sampson, V. & Baze, C. L. (2019, June). Argument-Driven Engineering. A two-day teacher professional development workshop provided for Round Rock Independent School District. Round Rock, TX.

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Baze, C. L., Brooks, H. S., Chu, L., Phillips, C., & Sampson, V. (2019, February). Argument-Driven Engineering. A one-day teacher professional development workshop provided for Round Rock Independent School District. Round Rock, TX.

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Baze, C. L., & Gray, R. E. (2018). Modeling Tiktaalik: Using a Model-Based Inquiry approach to engage community college students in the practices of science during an evolution unit. Journal of College Science Teaching, 47(2), 12-20.

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Baze, C. L., Hutner, T. L., Sampson, V., Chu, L., Crawford, R. H., Rivale, S., & Brooks, H. S. (2018, June). An instructional framework for the integration of engineering into middle school science classrooms. Proceedings of the 2018 Annual Meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT. https://peer.asee.org/30071

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Brooks, H. S., Hutner, T. L., Sampson, V., Chu, L. Crawford, R. H. Rivale, S., & Baze, C. L. (2018, June). Tensions arising when teaching scientific disciplinary core ideas via engineering practices. Proceedings of the 2018 Annual Meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT. https://peer.asee.org/31073

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Chu, L., Sampson, V., Hutner, T. L., Rivale, S., Crawford, R. H., Baze, C. L., & Brooks, H. S. (2018, June). Argument Driven Engineering in middle school science classrooms: The study of engineering attitudes and efforts to broaden engineering participation by exposing all students to multiple engineering design tasks. Proceedings of the 2018 Annual Meeting of the American Society for Engineering Education (ASEE), Salt Lake City, UT. https://peer.asee.org/29815

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Baze, C. L., Hutner, T. L., Sampson, V., Chu, L., Crawford, R. H., Rivale, S., & Brooks, H. S. (2018, June). An instructional framework for the integration of engineering into middle school science classrooms. Presentation given at the 2018 annual meeting of the American Society for Engineering Education, Salt Lake City, UT.

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Sampson, V., Hutner, T. L., Chu, L., Baze, C. L., & Brooks, H. S. (2018, June). Argument-Driven Engineering. A two-day teacher professional development workshop provided for Texas Regional Collaborative Project Directors. Austin, TX.

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Tabor, A., Baze, C. L., Woodruff, R., II, Kesler, K., Neilson, B., & Gray, R. E. (2017, April). Industry and community engagement in a high school bioscience course. Presentation given at the 2017 annual meeting of the American Society for Biochemistry and Molecular Biology (ASBMB), Chicago, IL.

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Hendricks, L. (2017, June 21). Hunting the DNA of GMOs at CCC. Coconino Community College Spotlight. https://www.coconino.edu/news/255-hunting-the-dna-of-gmos-at-ccc

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Baze, C. L. (2016, November). A project to introduce informatics in a bioscience course. Presentation given at the 2016 annual conference of the Arizona Science Teachers Association (ASTA), Phoenix, AZ.

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Baze, C. L., Buxner, S., Miller, S. B., Rendes, C., & Turner, E. (n.d.). The iterative development of an evidence-based professional learning model for informal STEM educators. Manuscript in preparation.

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Baze, C. L., Gonza lez-Howard, M., Sampson, V., Crawford, R., Hutner, T., Chu, L., & Hamilton, X. (n.d.). "We just came together and decided": How students enact shared epistemic agency in engineering. Manuscript submitted to a peer-reviewed journal.

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Gonza lez-Howard, M., Sampson, V., Baze, C. L., Ramirez, J. S., Hutner, T. L., & Chu, L. (n.d.). An examination of student epistemic agency: Students' perspectives on and experiences with Argument-Driven Engineering. Manuscript accepted with minor revisions in an international peer-reviewed journal.

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