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
Credentials: 
PhD, Science Education, Oregon State University
MS, Science Education, Oregon State University
BS, Biology, Eastern Oregon University
Honors and Awards: 

View Grants and Contracts section below

    Curriculum Vitae: 

    Profile Field Tabs

    At OSU
    Affiliated with: 
    College of Education
    Proceedings and Conference Presentations: 

     

      Headquarters: 
      OSU Main Campus
      Faculty Type: 
      Faculty
      Research/Career Interests: 

      Research Interests:

      I see myself as a broker among various professional communities. Each with its own unique social and cultural aspects to contribute to our understanding of science teaching and learning in different contexts. Drawing upon these experiences, I have developed my scholarship and pedagogy around (1) the nature of professional communities and the process of mentoring; (2) the sociocultural contexts of science teaching and learning; and (3) the intersection of in-school and out-of-school science learning. My research, teaching, and service focus on developing informed practitioners who are culturally responsive as teachers of science for all learners.

      Current Research Projects:

      Families Involved in Education Sociocultural Teaching and STEM (FIESTAS) employs engaged research in efforts to enhance children’s and families’ participation in science, technology, engineering, and mathematics (STEM), to engage community partners in STEM teaching and learning, and to develop cultural competence in future STEM teachers in a university teacher education program.

      FIESTAS is a partnership between community business owners, Boy and Girls Club of Corvallis (BGCC), Linn and Benton County 4-H, two local elementary schools (Title 1 Spanish-English Dual Immersion) in Corvallis 509J School District, and the Oregon State University’s College of Education Preservice Teacher (PST) program. This partnership facilitates weekly STEM after school clubs utilizing community-based teaching practices at local elementary schools. FIESTAS’ engaged scholarship model employs iterative research design and transformative practices that focus on engagement of all partners through ongoing communication, continual redesign, and authentic collaborative practices.

      The FIESTAS project is part of a 21st Century Community Learning Center grant that funds an extensive after school program at the two local elementary schools of which STEM Club is a part.  This funded collaborative includes the OSU College of Education, Boys and Girls Club of Corvallis, 4-H Youth Development, and Corvallis School District, among others.

      Approximately 40-50 youth per year (about 70% Latino), engage in authentic science experiences completing an average of 50 hours per year immersed in experiential learning and developing the practices of science.  Highlights of the year include youth (a) taking field trips to identify STEM in nearby neighborhoods and working in teams to document their observations in short videos and (b) using “research questions” to investigate such activities as playground physics, schoolyard ecology, logging their findings, and orally reporting the results in small group sessions.   We have an approximate total of: 124 youth that have participated in the FIESTAS program over three years.

      The FIESTAS project has received numerous grants and monetary awards that have been used for technology, supplies, support, and staffing that are directly applied to the children’s experience.  For example, we received a grant to develop culturally relevant science kits, which involved hiring three bicultural/bilingual university students to work with us to talk with family and community members at the after school sites.  

      Based on growing interest in engaged scholarship by international researchers, major research funding agencies and American systems of classification and accreditation, Holland (2005) argues that engaged scholarship is an increasingly important factor influencing institutional diversity, scholarly prestige and higher education policy.  Key concepts of engaged scholarship in FIESTAS include: (1) research questions that come from the community, (2) research is done with the community in a reciprocal process, and (3) research that benefits the community.  

      Research questions that guide FIESTAS work include: (1) What are the community’s needs in regards to children’s STEM learning?  (2) How are partners engaged in the FIESTAS model of STEM teaching and learning?  (3) What benefits do partners gain in STEM teaching and learning in the FIESTAS model?  In this engaged research, we explore these questions with all our partners.

      Co-Collaborators:

      • SueAnn Bottoms (co-PI), Science Education, College of Education
      • Kathryn Ciechanowski (co-PI), ESOL/Bilingual Programs, College of Education

      Grants and Contracts

      • 2014 SED 598 Science and Mathematics Curriculum, OSU E-Campus Course Development Grant, awarded January 2014, $3500
      • 2013 Addressing the Complexity of Teaching, NSF K12 Discovery Research, submitted, 12/9/13. PI, Matt Nyman, Co-PI with Kathryn Ciechanowski and Emily van Zee ($450,000/3 years)
      • 2013 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 Culturally Relevant Science Kits for Family Science Nights, OSU 4-H Foundation, $2000
      • 2013 Families Involved in Education: Sociocultural Teaching and STEM (FIESTAS) project, co-PIs Ciechanowski and Bottoms, Fonseca (4H programs), and de la Hoz (doctoral student), Center for Latino/a Studies and Engagement (CL@SE) Summer Research Stipend for Engage Research, Oregon State University, $3000
      • 2013 Cultural and Linguistic Diversity and STEM in Undergraduate Teacher Preparation, L.L. Stewart Faculty Development Award, Oregon State University, co-PIs Bottoms and Ciechanowski, $4400 
      • 2013 4H Science, Technology, Engineering, and Mathematics (STEM) Programs - Collaboration with the College of Education, Fonseca, Bottoms, & Ciechanowski, Pre-College Programs Grant, Oregon State University, $1000
      • 2012 Undergraduate Elementary Science Preparation, L.L. Stewart Professional Development Grant, co-PIs Bottoms and van Zee, $4360
      • 2007-2010 OSU E-Campus Program development grants On-line Education Master ($169,935) ESOL/Bilingual on-line ($61,500) Two-year part-time Master of Arts in Teaching ($77,000) Part-time doctoral program in Teacher Leadership ($93,500) Part-time doctoral program in Counselor Education ($140,000) Beaverton School District, “Grow Your Own” project ($16,800) Three year part-time masters in Counselor Education ($208,800)
      • 2003-2009 Principal Investigator (PI). Oregon University System/NCLB 2003-2006; ($262,000), 2006- 2009 ($174,000). 2005 Principal Investigator (PI). Oregon University System/NCLB, supplement ($25,000).
      • 2002-2007 PI National Oregon Health Sciences University Grant, Genes and Environments: New Education to Involve Communities (GENETICS), ($250,000).
      • 2001-2003 PI Eisenhower/Mentoring Oregon Science Teachers Association ($25,000).

      Peer Reviewed Presentations

      • 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.
      • Risser, H. & Bottoms, S. (April, 2014). From Newbie to Insider: Enculturation of New Members Into an Online Community of Blogging Teachers, American Educational Research Association, Paper presented at annual conference, April 2014, Philadelphia, PA.
      • Ciechanowski, K., Bottoms, S., de la Hoz, J., & Fonseca, A. (2014, March.).Disrupting Preservice Teachers' Commonly Held Assumptions about Bilingual/Diverse Families, annual State English Learners Alliance conference, Eugene, OR.
      • Ciechanowski, K., Bottoms, S., de la Hoz, J., & Fonseca, A. (2014, March.).Disrupting Preservice Teachers' Commonly Held Assumptions about Bilingual/Diverse Families, annual TESOL conference, Portland, OR.
      • Elliot, R., Aaron, W., and Bottoms, S. (2014, February). Pedagogies of STEM Teacher Education: Developing State Level Capacity for Taking Pedagogies of Teacher Professional Development to Scale, annual Oregon Association of Teacher Education Conference, Western Oregon University, Monmouth, OR.
      • de la Hoz, J., Bottoms, S. and Ciechanowski, K. (2014, February). Using Storytelling to Teach Preservice Teachers about White Privilege, annual Oregon Association of Teacher Education Conference, Western Oregon University, Monmouth, OR.
      • Hartman, B. & Bottoms, S. (2014, January). Learning to Teach Elementary Science Using Video Analysis as Reflective Tool, Association of Science Teacher Educators, Paper presentation at annual conference, January 2014, San Antonio, TX.
      • Ciechanowski, K. & Bottoms, S. (2013, December). Socially Transformative Contexts: Bringing Together Children, Families, and Preservice Teachers to Disrupt the Commonplace annual Literacy Research Association, Dallas TX.
      • Guzman-Johannessen, G. Bristol, L. and Bottoms, S. (2013, April). Mentoring Outside Institutional Politics. Paper presented as part of a symposium, Transnationals Peer Mentoring: Sustenance for Women Faculty at annual meeting of AERA, San Francisco, CA.
      • Bottoms, S. Ciechanowski, K., & de la Hoz, J. (2013). Marbles and Airplanes: Preservice Teachers Practicing Science in a Bilingual and Family-Centered Context. Association of Science Teacher Educators, Paper presentation at annual conference, January 2013, Charleston, S.C.
      • Pegg, J., Bottoms, S., Adams, A., Wu, K., Smith Risser, H., & Kern, A. L. (2012). Storying our academic careers transitions within a peer mentoring community. American Educational Research Association, Paper presented as part of a symposium, Women’s Ways of Mentoring in 8 the Academy: Reflections Across Transnational Borders at annual conference, April, 2011, Vancouver, B.C.
      • Bottoms, S. (2012). Title, Association of Science Teacher Educators, Paper presented at annual conference, January, 2012, Clearwater Beach, Florida.
      • Bottoms, S., Pegg, J., Adams, A., Wu, K., Smith Risser, H., & Kern, A. L. (2011).American Educational Research Association, Paper annual conference, April 2011, New Orleans. Creating a community of practice of emerging academics across institutions.
      • Bottoms, S, (2008). Inside a School-University Partnership: Participation in a Community of Practice as Professional Growth. American Educational Research Association, Paper presented at annual conference, March 2008, New York, NY.
      • Bottoms, S. and Dalton, M. (2007). Factors Supporting Participation in a Community of Practice: From Shortage to Abundance in STEM Teacher Recruitment. Association of Science Teacher Educators, Paper presentation at annual conference, January 2007, Clearwater Beach, Florida.
      • Bronwen R., Bottoms, S. and Rowe, S. (2008). Teacher perspectives in ocean sciences education: A look at the SMILE-CIOSS partnership. National Association for Research on Science Teaching, Paper presentation at annual conference, November 2008, Baltimore, MD.
      • Bottoms, S. (2005). The SMILE Program: A Model for School University Partnerships. Community University Partnerships Conference, Virginia Polytechnic Institute and State University, Blacksburg, VA.
      • Bottoms, S, Mingo, K. (2003). Fostering Greater Understanding of Toxicogenomics Research: The Initial Results of a Community Outreach Program. American Public Health Association (APHA) Annual Meeting, November 15-19, 2003, San Francisco, CA.
      • Bottoms, S. and Cavanato, A. (1998). Science Methods for Teachers Revisited: A revision of Science 101, 102, and 103 to support content and pedagogy for elementary and middle school preservice teachers. Oregon Academy of Science (OAS), annual conference at Western Oregon University, Monmouth OR.
      Biography

      Dr. SueAnn I. Bottoms is committed to creating accessible, inclusive, and equitable STEM opportunities for children and families. She is passionate about providing outreach that is culturally responsive and able to meet the needs of an increasingly diverse population. She has been involved extensively in STEM partnerships and particularly interested in how partnerships can reshape and reframe how STEM is defined, who has access to STEM, and who participates in STEM.

      Her most recent work, FIESTAS, funded by a 21st Century Community Learning Center grant is a partnership between community business owners, Boy and Girls Club of Corvallis (BGCC), Linn and Benton County 4-H, two local elementary schools (Title 1 Spanish-English Dual Immersion) in Corvallis 509J School District, and the Oregon State University’s College of Education Preservice Teacher (PST) program. This partnership facilitates weekly STEM after school clubs utilizing community-based teaching practices at local elementary schools. FIESTAS’ engaged scholarship model employs iterative research design and transformative practices that focus on engagement of all partners through ongoing communication, continual redesign, and authentic collaborative practices.

      SueAnn came to OSU in 2000 to work for the SMILE program, when she completed her Ph.D. in Science Education in 2007, she moved into the College of Education, first as the Department Chair and then as an assistant professor of science education preparing educators in formal and informal settings.  Becoming Director of Precollege programs is coming full circle. She will continue to focus on partnership opportunities that support a more inclusive vision of STEM.