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. http://doi.org/10.1007/s10972-016-9447-6
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.
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