SueAnn Bottoms

Assistant Professor
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Office: 541-737-5959

Joyce Collin Furman Hall

Joyce Collin Furman Hall 304D

200 SW 15th Street

200 SW 15th Street
Corvallis, OR 97331
PhD, Science Education, Oregon State University
MS, Science Education, Oregon State University
BS, Biology, Eastern Oregon University
Curriculum Vitae: 

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Affiliated with: 
College of Education
OSU Main Campus
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Research/Career Interests: 
Research Interests: 

My focus on preservice elementary science teaching draws upon what they bring to science and science teaching. An anti-deficit perspective offers preservice teachers a means to explore their personal, familial, cultural, and societal resources. This perspective provides a platform for them to refer to as they reflect and examine what this means for their future practice. I am especially interested in how preservice teachers use this anti-deficit perspective to inform both their developing practice as teachers of science and their relationships with the children and families in their school communities.


Current Research Projects:


Families Involved in Education: Sociocultural Teaching and STEM (FIESTAS).   This project is a collaboration between OSU’s College of Education, 4H Youth Development, and the Science and Math Investigative Learning Experiences (SMILE) program.  The purposes are (1) the exposure and recruitment of Latino Youth in Science, Technology, Engineering, and Mathematics (STEM) related programs and (2) the engagement of preservice teachers (PST) in culturally and linguistically diverse settings.


Research questions include: (1) How do PSTs position themselves in relation to content, children, and families? (2) How do teacher preparation courses disrupt the commonplace to transform views of teaching and learning? (3) And, how do PSTs engage in praxis in which they apply and enact education concepts in community settings?



  • Kathryn Ciechanowski (co-PI), ESOL/Bilingual Programs, College of Education
  • SueAnn Bottoms (co-PI), Elementary Science Education, College of Education
  • Ana Lucia Fonseca, Program Lead, 4H STEM afterschool programs
  • Jenny de la Hoz, PhD student in Science Education, College of Education

Addressing the Complexity of Teaching (ACT): Engaging Prospective Elementary Teachers in Integrating Science, Social Justice, and Language Learning will develop and study an innovative model for a coordinated program of undergraduate science and education courses that focus on prospective teachers as learners. 


This project builds upon current research in science as well as in science teaching and learning. Of particular interest is the area of sustainable ecosystems, for example, the physics of climate change, science of renewable energy, and the biology of economically viable natural resource management. Access to this research enables us to bring cutting-edge science into the courses for prospective teachers.


The project also builds upon research that focuses on teaching the content and practices of science within a sociocultural perspective of school, family, and community, and broader global issues of inequity and access. Of particular interest is the ability of prospective teachers to speak, listen, read, write, and critique the specific language features of science themselves and to appropriate these into their teaching practices.


The research questions are:

  1. How can a collaborative teacher preparation program empower prospective elementary teachers:

          a) to enact the practices of science while competently teaching the content?
          b) to appropriate the goals of social justice in their science teaching practices?
          c) to enhance language learning in the context of science?

      2. How can an institution coordinate attention to these complex goals within undergraduate science course and the   teacher education program?      


  • Kathryn Ciechanowski, ESOL/Bilingual Programs, College of Education
  • Matt Nyman, Geosciences, College of Education
  • Emily vanZee, Physics, College of Science
  • Lesley Blair, Biology, College of Science


Selected Publications

Bottoms, S., Ciechanowski, K., & Hartman, B. (2016). Learning to teach elementary science to linguistically and culturally diverse children through iterative cycles of enactment. Journal of Science Teacher Education, 26(8), 715-742.

Pegg, J., Bottoms, S., Adams, A., Risser, H., Wu, K., and Kern, A. (2015). Finding FRiENDs: Creating a Community of Support for Early Career Academics. Brock Education: A Journal of Education, Research and Practice, 24(1), 47-54.

Risser, H. and Bottoms, S. (2015).  Who stays, who goes?: An examination of the persistence of teacher bloggers. Journal of Social Media Studies, 1(1) 135-143.

Ciechanowski, K., Bottoms, S., Fonseca, A., St. Clair, T., & de la Hoz, J. (2015). Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming. Afterschool Matters Journal. 21, 29-37.

Risser, H. and Bottoms, S. (2014). “Newbies” and “Celebrities”: The relationship between ego network structure and evolving participation in an online teacher network. International Journal of Computer-Supported Collaborative Learning, 9(4), 433-450. 

Bottoms, S., Pegg, J., Adams, A., Wu, K., Smith Risser, H., & Kern, A. L. (2013). Mentoring from the Outside: The Role of a Peer Mentoring Community in the Development of Early Career Education Faculty. Mentoring & Tutoring: Partnership in Learning, 21(2) 1–24. 



Selected Presentations

Ciechanowski, K., Bottoms, S., Talamantes, A., Fonseca, A. (April, 2016).  Engaging Community and University Partners in Research: Families Involved in Education Sociocultural Teaching and STEM. American Educational Research Association, Paper presented at annual conference, April 2016, Washington, DC.

Ciechanowski, K., Bottoms, S., Talamantes, A., Fonseca, A. (September, 2015). Families Involved in Education Sociocultural Teaching, Science, Technology, Engineering, and Mathematics (FIESTAS). Scholarship of Engagement, annual conference, September 29, 2015, Penn State.

Risser, H. & Bottoms, S. (April, 2015). Blogging and Tweeting About Teaching: Tools for Reflective Practice.  Montana Academy of Sciences, presentation at annual conference Butte, Montana.

Ciechanowski, K., Bottoms, S. (March, 2015). “In a position to listen to students”: Preservice teachers engage bilingual learners in afterschool STEM. National Association of Bilingual Educators, at annual conference, Las Vegas, Nevada.

Bottoms, S., Ciechanowski, K., Fonseca, A., & Talamantes, A. (2015). Critical Praxis: Situating Thinking and Practice in a STEM Afterschool Program. Association of Science Teacher Educators, Paper presented at annual conference, January 9, 2015, Portland, OR.

Bottoms, S., and Ciechanowski, K. (2014).  Disrupting Preservice Teachers’ Commonly Held Assumptions about Bilingual/Diverse Children and Families. Linguistics Association of the Southwest, panel presentation at annual conference, September 19, San Diego, CA.

Bottoms, S. & Hartman, B. (April, 2014). Learning to Teach Elementary Science: Using Video Analysis as a Reflective Tool, National Association for Research on Science Teaching, Paper presented at annual conference, April, 2014, Pittsburg, PA.


Grants and Awards

2013-2018: SuperSTARS: Twenty First Century Community Learning Centers, Oregon Competitive Grant.  Corvallis 509j, Corvallis Boys and Girls Club, and Community Partners (including FIESTAS project at OSU) awarded $513,000 yearly budget for five years for after-school programs, involving OSU preservice teacher education and 4-H faculty in leading youth STEM programs (2013-2018).

L.L. Stewart Professional Development Grant, April 2012-April 2013 ($4360), L.L. Stewart Professional Development Grant, 2013-2014 (Collaborating with K. Ciechanowski), $4400)
Center for Latin@ Studies and Engagement (CL@SE) Grant, $3000
PreCollege Program Grant $1000