CURRICULUM VITAE - University of Wisconsin–Madison



ERICA ROSENFELD HALVERSON

PROFESSOR OF CURRICULUM & INSTRUCTION, UNIVERSITY OF WISCONSIN-MADISON

144D Teacher Education, 225 N. Mills St., Madison WI 53706

phone: (608) 320-6056; fax: (608) 263-9992; email: erica.halverson@wisc.edu

Education

Ph.D. Learning Sciences June 2005

Northwestern University

Advisor: Dr. Carol D. Lee

Doctoral Thesis: Telling, adapting, and performing personal stories: Understanding identity development and literacy learning for stigmatized youth.

B.S. Northwestern University, Speech - Theatre August 1997

ACADEMIC APPOINTMENTS

Professor of Curriculum and Instruction 2016-present

University of Wisconsin-Madison

Affiliate Professor of Theatre and Drama 2018-present

University of Wisconsin-Madison

Affiliate Professor of Dance 2018-present

University of Wisconsin-Madison

Affiliate Professor of Interdisciplinary Theatre Studies 2016-present

University of Wisconsin-Madison

Associate Professor of Curriculum and Instruction 2013-2016

University of Wisconsin-Madison

Assistant Professor of Curriculum and Instruction 2011-2013

University of Wisconsin-Madison

Visiting Scholar, Faculty of Education Summer 2012

University of Sydney, Australia

Assistant Professor of Educational Psychology 2006-2010

University of Wisconsin-Madison

Affiliate Assistant Professor of Curriculum and Instruction 2007-2010

University of Wisconsin-Madison

Lecturer, Department of Educational Psychology 2005

University of Wisconsin-Madison

Post-Doctoral Research Fellow 2004-2006

System-wide Change for All Learners and Educators (SCALE)

University of Pittsburgh

PROFESSIONAL EXPERIENCE

Co-founder, Director, Mayor 2015-present

Whoopensocker, Madison, WI

Whoopensocker is a collaboration between the School of Education at UW-Madison and Theatre Lila whose mission is to provide creative arts programming in public elementary schools through an artist-in-residence program. The programming culminates in a professional performance of students’ work that is shared with students, their schools, and their families. Whoopensocker is a part of the UW-Madison Community Arts Collaboratory that has an annual operating budget of $150,000.

Co-founder, Executive Director, Development Director, Board Member 1998-2015

Barrel of Monkeys (BOM), Chicago, IL



BOM is a not-for-profit organization that teaches creative writing in elementary schools and engages professional actors in the performance of kids’ stories. Now in its twentieth

year, BOM has an annual operating budget of $600,000 and is the 2011 recipient of the Excellence in Children’s Theatre Award from the Illinois Theatre Association.

Center Manager and Instructor 1997-1998

Kaplan Educational Centers, Chicago, IL

HONORS, AWARDS, AND FELLOWSHIPS

School of Education Award for Community Engaged Scholarship 2019

UW-Madison Postdoctoral Mentor Award 2018

Grand Challenges Engage Grant – UW Arts Collaboratory, School of Ed. 2018-2019

Corby, Halverson, and Abdu’Allah

Grand Challenges Engage Grant – What the Moon Saw, School of Ed. 2018-2019

Lisowski, Fan, Halverson, Lawler, and Sheridan

Gibb Faculty Fellow, School of Education 2015-2021

Vilas Associates Competition, UW-Madison 2014-2015

DoIT/Engage Augmented Reality Simulation Award, UW-Madison 2013

Honored Instructor Award. University Housing Association, UW-Madison. 2011, 2013

Jan Hawkins Award 2010

For Early Career Contributions to Humanistic Research and Scholarship

in Learning Technologies, AERA, Division C.

Women’s Leadership Fellow, Impact Center, Washington, DC. 2010-2011

DoIT/Engage Digital Media Assignments Award, UW-Madison. 2010-2011

DoIT/Engage Technology Enhanced Collaborative Group Work Awardee, 2008-2009

UW-Madison.

Alumni Leadership Award 2005

Northwestern University, School of Education and Social Policy.

Student Travel Award, Society for Research on Child Development. 2003

Spencer Research Training Grant , Spencer Foundation. 2001-2003

Robert Menges Travel Award, Robert Menges Foundation. 2001

Witty Fellowship in Literacy, Paul Witty Foundation. 2000-2001

Graduate School Fellowship, Northwestern University. 1999-2000

PUBLICATIONS

Refereed Articles

Halverson, E. R., Lakind, A., & Willett, R. (2017). The Bubbler as a Systemwide Makerspace: A Design Case of How Making Became a Core Service of the Public Libraries. International Journal of Designs for Learning, 8(1), 57-68.

Halverson, E. R., Lowenhaupt, R., & Kalaitzidis, T. J. (2015). Towards a theory of distributed instruction in creative arts education. Journal of Technology & Teacher Education, 23(3), 357-385.

Halverson E. R. & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-504.

Sheridan, K. M., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505-531.

Halverson, E. R., Gibbons, D., Copeland, S., Andrews, A., Hernando Llorens, B. & Bass, M. (2014). What makes a youth-produced film good? The youth audience perspective. Learning, Media, & Technology, 39(3).

Halverson, E. R. (2013). Digital art-making as a representational process. The Journal of the Learning Sciences, 22(1), 121-162.

Bass, M. B. & Halverson, E. R. (2012). Representation radio: Digital art-making as transformative pedagogical practice. Pedagogies: An International Journal, 7(4), 347-363.

Halverson, E. R., Bass, M. & Woods, D. (2012). The Process of creation: A novel methodology for analyzing multimodal data. The Qualitative Report, 17(2), 430-456.

Halverson, E. R. (2011). The promise and peril of social media in education. On the Horizon, 19(1), 62-67.

Halverson, E. R. (2010c). Film as identity exploration: A multimodal analysis of youth-produced films. Teachers College Record, 112(9), 2352-2378.

Halverson, E. R. (2010b). Detypification as identity development: The dramaturgical process and LGBTQ youth. Journal of Adolescent Research, 25(5), 635-668.

Halverson, E. R. & Gibbons, D. (2010). “Key moments” as pedagogical windows into the digital video production process. Journal of Computing in Teacher Education, 26(2), 69-74.

Halverson, E. R. (2009a). Artistic production processes as venues for positive youth development. Revista Interuniversitaria de Formacion del Profesorado (Interuniversity Journal of Teacher Education), 23(3), 181-202.

Halverson, E. R. (2009b). Shifting learning goals: From competent tool use to participatory media spaces in the emergent design process. Cultural Studies of Science Education, 4(1), 67-76.

Halverson, E. R., Lowenhaupt, R., Gibbons, & Bass, M. (2009). Conceptualizing identity in youth media arts organizations: A comparative case study. E-Learning, 6(1), 23-42.

Halverson, E. R. (2008). From one woman to everyman: The reportability paradox in publicly performed narratives. Narrative Inquiry, 18(1), 29-52.

Halverson, E. R. & Halverson, R. (2008). Competitive fandom: The case for fantasy baseball. Games and Culture, 3(3-4), 286-308.

Halverson, E. R. (2005). InsideOut: Facilitating gay youth identity development through a performance-based youth organization. Identity: An International Journal of Theory & Research, 5(1), 67-90.

Edited Volumes

Peppler, K., Halverson, E. R., & Kafai, Y. (2016). Makeology: Makerspaces as learning environments (Volume 1). New York: Routledge.

Peppler, K., Halverson, E. R., & Kafai, Y. (2016). Makeology: Makers as Learners (Volume 2). New York: Routledge.

Compton-Lilly, C. & Halverson, E. R. (2014). Time and space in literacy research. New York: Routledge.

Book Chapters and Encyclopedia Entries

Halverson, E. R., Saplan, K., Stoiber, A.,& Rabkin, N. (in press). The role of critique in student-artists metacognitive practices. In K. Knutson, K. L., Crowley, K., & Okada, T., (Eds.), Multidisciplinary approaches to art learning and creativity: Fostering exploration in formal and informal settings. New York: Routledge.

Litts, B. & Halverson, E. R. (in press). Taking up multiliteracies in a constructionist design context. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Constructionism in context. Cambridge, MA: MIT Press.

Halverson, E. R., Jordan-Douglass, A., Nixon, J., & Schindler, E. (in press). How educational and communications technologies play a role in arts and humanities teaching and learning. In M. J. Bishop, J. Elen, E. Boling, & V. Svilha (Eds.), Handbook of research in educational communications and technology. Springer.

Halverson, E. R. & Peppler, K. (2018). The Maker Movement and learning. In F. Fischer, C. Hmelo-Silver, S. Goldman, & P. Reimann (Eds.), The International Handbook of the Learning Sciences, Chapter 28, pp. 285-294. New York: Routledge.

Halverson, E. R. & Barker, L. M. (2017). Performing arts and out-of-school-learning. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School-Learning.

Dando, M. & Halverson, E. R. (2017). The Spoken word movement and informal learning. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School-Learning.

Halverson, E. R. & Halverson, R. (2017). Designing improvisation into schools as a source of organizational innovation. In, E. Insulander, S. Kjällander, F. Lindstrand, & A. Åkerfeldt (Eds). Den nya didaktiken - text, representation och design (The new didactics - text, representaion and design). Stockholm: Liber.

Litts, B., Halverson, E. R., & Bakker, M. (2016). The role of online communication in a maker community. In K. Peppler, E. Halverson, & Y. Kafai (Eds.), Makeology: Makerspaces as learning environments (pp. 190-204). New York: Routledge.

Kalaitzidis, T. J., Litts, B. & Halverson, E. R. (2016). Collaborative production of digital media: A new design for the college classroom. In B. Beatty (Ed.), Instructional-design theories and models (Volume IV). New York: Routledge.

Halverson, E. R. & Sheridan, K. (2014). Arts education in the learning sciences. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 626-646). London: Cambridge University Press.

Halverson, E. R. & Magnifico, A. (2013). Bidirectional artifact analysis: A method for analyzing digitally-mediated creative processes. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, and N. Winters (Eds.), Handbook of Design in Educational Technology (Chapter 37). London: Taylor & Francis.

Bass, M. B. & Halverson, E. R. (2013). Representing self through media: A personal journey through This American Life. In K. Jocson (Ed.), Cultural transformations: Youth and pedagogies of possibility. Cambridge, MA: Harvard Education Press.

Halverson, E. R. (2012). Participatory media spaces: A design perspective on learning with media and technology in the 21st century. In C. Steinkuehler, K. Squire, and S. Barab (Eds.), Games Learning & Society: Learning and meaning in a digital age, pp. 244-270. New York: Cambridge University Press.

Halverson, R. & Halverson, E. R. (2011). Education as design for learning: A model for integrating education inquiry across research traditions. In C. F. Conrad & R. C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry, 2nd Edition, (pp. 323-339). Sage Publications.

Halverson, E. R. (2007). Listening to the voices of queer youth: The dramaturgical process as identity exploration. In M. V. Blackburn and C. Clark (Eds.), New directions in literacy research for teaching, learning and political action, (pp. 153-176). New York: Peter Lang Publishing.

Resnick, L., Besterfield-Sacre, M., Mehalik, M., Zoltners Sherer, J., and Halverson, E. (2007). A framework for effective management of school system performance. In P. A. Moss and P. J. Piety (Eds.), Evidence and decision making: Yearbook of the national society for the study of education, Vol. 106(1). Malden, MA: Wiley-Blackwell.

Lee, C.D., Rosenfeld, E., Mendenhall, R., Rivers, A. & Tynes, B. (2003). Cultural Modeling as a frame for narrative analysis. In C. Dauite and C. Lightfoot (Eds.), Narrative analysis: Studying the development of individuals in society (pp. 39-61). Thousand Oaks, CA: Sage Publications.

Refereed Conference Proceedings

Halverson, E. R., Smith, A., & Dai, Z. (2019). The role of asynchronous digital feedback in youth maker projects. Proceedings of the 2019 Computer Supported Collaborative Learning Conference.

Halverson, E. R., Litts, B., & Gravel, B. (2018). Forms of emergent collaboration in maker-based learning. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age. Making the Learning Sciences Count, (pp. 1304-1311). London: International Society of the Learning Sciences.

Johnson, B., & Halverson, E. (2015). Learning in the making: leveraging technologies for impact. Paper for "Innovations in Interaction Design & Learning" workshop, IDC 2015, Boston, MA.

Magnifico, A., Halverson, E. R., Cutler, C., & Kalaitzidis, TJ. (2014). Bidirectional analysis of creative process: A tool for researchers. In J. Polman et al. (Eds.), Learning and becoming in practice: ICLS 2014 (pp. 839-846). Available at (PDF)-wCover.pdf

Halverson, E. R. & Bass, M. (2012). Identity and digital media production in the college classroom. Proceedings of the Tenth International Conference of the Learning Sciences.

Magnifico, M. & Halverson, E. R. (2012). Bidirectional artifact analysis: A method for analyzing creative processes. Proceedings of the Tenth International Conference of the Learning Sciences.

Halverson, E. R. (2010). Digital art-making as a representational process. In K. Gomez & J. Radinsky (Eds.), Proceedings of the Ninth International Conference of the Learning Sciences.

Halverson, E. R. (2004). Narrative and Identity: Constructing oppositional identities in performance communities. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, and F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences: Embracing diversity in the Learning Sciences, (pp. 246-253). Mahwah, NJ: Lawrence Erlbaum Associates.

Manuscripts Submitted and In Preparation

Halverson, E. R. How the Arts Can Save Education. Under review in Teachers College Press. Chapter drafts available upon request.

Litts, B. & Halverson, E. R. (revise & resubmit). Making as a Discipline for Learning in the 21st Century. Under review in Educational Researcher.

Halverson, E. R., Mueller, A., Dai, Z., & Sheridan, K. (under review). The role of asynchronous digital feedback in youth maker projects. Under review in Computers & Education.

Halverson, E. R., Dando, M., Willis, N., & Jeppesen, V. (under review). If you build it, who will come? Recruiting rural students to participate in computational thinking through making. Under review in Journal of Science Education and Technology.

Lawson, C., Halverson, E. R., Fleuchaus, E., Schindler, E. & Bakker, M. (under review). Learning circuitry through making. Under review in AERA Open.

Nixon, J., Halverson, E. R., Stoiber, A., & Dai, Z. (in preparation). “I played a song with the help of a magic banana”: Understanding short-term learning events. In preparation for Journal of the Learning Sciences.

Litts, B. Halverson, E. R., Gravel, B., & Kumar, V. (in preparation). Forms of collaboration in making activities. In preparation for Cognition and Instruction.

Invited Manuscripts

Halverson, E. R. (2018). How the arts will transform education. 2018 NCECA Journal, pp. 34-36. Boulder, CO: National Council on Education for the Ceramic Arts.

Halverson, E. R. (2010a). Editor’s Remarks: Digital literacies and the future of schools. Journal for Computing in Teacher Education, 26(2), 46.

Technical Reports

Halverson, E. R. (2010c). Artistic production processes as venues for positive youth development (WCER Working Paper No. 2010-2). Retrieved from University of Wisconsin-Madison, Wisconsin Center for Education Research website:

Book Reviews

Halverson, E. R. (2007a). [Review of the book Fantasy soccer and mathematics: A resource guide for teachers and parents, grades 5 and up.] Education review: A journal of book reviews. Retrieved April 20, 2008 from .

RESEARCH SUPPORT

National Science Foundation ($1,091,222) 2017-2020

Integrating Computational Thinking into Informal 6-12 STEM and Computing Education (with Michael Hlalilek, PI and Darren Ackley, co-PI, Northcentral Technical College). This project by Northcentral Technical College is located in a rural region of Wisconsin with many manufacturing companies desperate for engineers and skilled employees who have a science and engineering background. This project targets rural Wisconsin youth to provide them with learning opportunities and careers pathways associated with computer technology and engineering, both critical occupational areas across numerous industries. Northcentral Technical College, in collaboration with the Science Museum of Minnesota, the University of Wisconsin-Madison, six community-based organizations, and four school districts, will engage and prepare teachers and students to meet this challenge. As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM + Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing within disciplinary STEM teaching and learning from early childhood education through high school (preK-12).

The University of Wisconsin-Madison will lead research efforts to determine to what extent, (1) informal learning environments increase interest and enrollments in formal high-computing technology and engineering courses; (2) how the implementation of near-peer and adult informal teaching and mentoring increases the near-peer mentor and participants' interest in pursuing postsecondary computing technology and engineering career pathways; and (3) how leadership and mentorship training of adults and high school students impacts informal learning opportunities. Further, the research will address three key questions: (1) Will drop-in, open-ended Maker (engineering and technology) experiences impact community perception of, and interest in, computing technology and engineering learning and careers?; (2) What do students who become Maker mentors learn about computing technology and engineering content, learn about themselves as Makers and STEM learners, and how does this participation impact their postsecondary learning or career trajectories?; and (3) What aspects of the community-involved Maker experiences are sustained beyond institutional intervention? This project will provide a model for regions with distributed, rural populations in building capacity for young people to develop skills and self-efficacy for participating in the emerging rural manufacturing STEM+Computing fields of the future.

Spencer Foundation ($75,000) 2016-2018

Critique as Learning Strategy in Art and Design Education. Research Director (with Elissa Tenney, School of the Art Institute of Chicago, PI). With the Spencer Foundation’s support, the School of the Art Institute of Chicago has collaborated with

six leading schools of art and design to plan a research project on higher education in art and design. With the information gleaned from the Spencer-funded planning period, the research project described in this proposal has been designed to interrogate how critique may influence metacognition. This study is structured around three broad research questions: (1) What are the varieties of critique practiced at the six partner institutions? (2) Is metacognition manifested and developed in and through critique? (3) What, if any, relationship exists among manifestations of metacognition and the types of critique used?

Institute of Museum and Library Services ($456,627) 2014-2017

Bubbler @ Madison Public Libraries: A system-wide approach to learning through making. Co-Principal Investigator (with Rebekah Willett, UW-Madison, PI). Co-PIs Dr. Erica Halverson and Dr. Rebekah Willett (lead applicant), in collaboration with Madison Public Library (MPL), propose a two-year study of makerspaces and learning across the MPL system from October 1, 2014 to September 30, 2016. We seek to understand how MPL is building a production-oriented approach to literacy and learning through their maker-focused program, the “Bubbler”. This project directly addresses IMLS strategic Goal 1: “plac[ing] the learner at the center and support[ing] engaging experiences in libraries and museums that prepare people to be full participants in their local communities and our global society.” Our proposal identifies the needs of audiences at the national and local level. On the national level, our project speaks to LIS and educational research communities, LIS professionals, members of informal learning institutions, and organizers of designed makerspaces. At the local level, it addresses underserved populations inthe Madison area and MPL in evaluating and developing the Bubbler.

National Science Foundation – Cyberlearning ($157,257) 2014-2016

RAPID: Learning the making: Designing technologies for impact. Principal Investigator (with Kimberly Sheridan, George Mason University, co-PI). We are seeking an NSF RAPID Award to support the development, testing, and dissemination of an online critique and portfolio tool for young people participating in makerspaces across the United States. Our initial work through our Cyberlearning: EXP project, “Learning in the Making: Studying and Designing Makerspaces” has revealed that informal critique of work over time plays a vital role in learning through making. In each of the makerspaces we studied, when facilitators and/or peers engaged in reflective critique of work, the making process was more sustained and included important design practices such as wider exploration of possibilities, revision and iteration. An NSF RAPID Award would allow us to address these initial findings and extend our current studies of makerspaces by: 1) building an online critique and portfolio system for maker projects; 2) training mentors to use the critique and portfolio system at their makerspace sites and; 3) studying how the system impacts young makers’ learning, development, and self-efficacy.

National Science Foundation – Cyberlearning ($510,308) 2012-2016

EXP: Learning in the making: Studying and designing Makerspaces. Principal Investigator (with Kimberly Sheridan, George Mason University, co-PI). This study will take an ethnographic and design-based approach in order to understand how and what people learn from their participation in makerspaces, and also to explore how features of these environments can be leveraged to create designed learning experiences. To this end, the researchers will conduct ethnographic case studies of makerspaces that have been identified as rich learning sites to understand the learning arrangements and processes that emerge in these spaces and investigate how technologies are learned and used. Through collaboration with one of these sites, the Children’s Museum of Pittsburgh’s MAKESHOP, the researchers will design a series of learning experiences that will build on MAKESHOP’s existing activities.

Sustainability Innovation in Research and Education – UW-Madison ($50,000) 2013-2014

WI Make Sustainability. Principal Investigator (with Duncan Carlsmith, Physics and Giri Ventkataramanan, Electrical & Computer Engineering, co-PIs. The maker movement is an emergent model for fostering rapid innovation in a makerspace where individuals with diverse formal and informal skills come together with a purposeful goal of a making an artifact. We believe that this is an ideal model for breaking the perceived glass walls in the academia and innovating solutions to improve sustainability. The goal of our project is to launch WI Make Sustainability, a maker movement with a focus on sustainability research and education. To realize this goal, we will: 1) collaborate with UW-Madison Facilities Planning and Management to create a makerspace for sustainability by remodeling an existing campus facility; 2) develop and offer a WI Make sustainability, an interdisciplinary course sequence that focuses on conception, design and building, and support of sustainable habitats and practices; 3) develop scholarship in the areas of sustainability metrics for learning spaces, research on sustainable habitats, innovation through making to promote interdisciplinary research in sustainability, and pedagogy of making and its role in interdisciplinary education in sustainability.

Bill & Melinda Gates Foundation Sub-Contract ($18,000) 2010-2012

Sub-contract with Wisconsin Center for Research. Provides financial support for one course buyout per year for two years. I serve as a design consultant for the “Developing an Interactive High School On-Line Writing Lab (H-OWL)” project, CAST, Purdue University, and WCER, co-PIs. The purpose of the project is to create an interactive website for high school students that can increase student success in common core writing standards. My role is to serve as a “new media literacies” consultant, offering design advice and feedback on the development of the site.

University of Wisconsin-Madison Assessment Council ($22,500) 2010-2011

Assessing the role of the FIG program in facilitating positive identity. To support one project assistant to aid in data collection, organization, and analysis in a mixed methods study examining the Freshman Interest Group (FIG) program, how instructors support the transition to college and students’ pre and post-semester responses to their instructors’ support. This work includes pre and post-course student surveys, interviews with instructors, artifact analysis, and an in-depth case study of one FIG course.

MacArthur Foundation Grant ($249,000) 2006-2009

A Productive Approach to Learning & Media Literacy through Video Games and Simulations. $1.7 million, distributed equally among faculty members of the GAPPS (Games and Professional Practice Simulations). Lead PI on “Digital media literacy in youth media arts organizations,” in which we conducted in-depth case studies with four youth media arts organizations across the US that worked with adolescents to produce digital art about the stories of their lives. Our research focused on both the process of art-making and the products that resulted from these processes. Co-PI on, “Fantasy baseball as competitive fandom,” a small study of the practices of expert and novice fantasy baseball leagues to understand how thinking and learning happens in these game spaces.

Jellyvision, LLC. ($7,500) 2007

Barrel of Monkeys evaluation and efficacy research. Money for research supplies and an hourly research assistant to aid in data collection and analysis to determine the impact of Barrel of Monkeys’ programs on elementary students’ writing skills.

REFEREED PRESENTATIONS

Halverson, E. R., Maltese, A., Millerjohn, R., & Wardrip, P. (2018, October). Assessment of learning and engagement through making. Workshop presented at the Maker Education Symposium, San Jose, CA, October 2018.

Halverson, E. R. & Millerjohn R. (2018, April). Measuring making in drop-in spaces: Bubbler @ Madison Public Libraries. Poster presented at the AERA Annual Meeting, New York, NY, April 2018.

Halverson, E. R. & Dando, M. (2018, April). EMMET – Exploring Making through Mobile Emerging Technologies. Education through Making and Mentoring. Poster presented at the AERA Annual Meeting, New York, NY, April 2018.

Lakind, A., Halverson, E. R., & Willett, R. (2016, April). Making across spaces: Madison Public Library’s System-Wide Approach. Paper presented at the AERA Annual Meeting, Washington, DC, April 2016.

Halverson, E. R. (2016, April). The art of improvisation in teaching and learning. Paper presented at the AERA Annual Meeting, Washington, DC, April 2016.

Halverson, E.R. & Sheridan, K.M. (2015, April). Supporting Iterative Critique: The Design, Development, and Testing of an Online Critique Tool for Makers. Symposium presented at the AERA Annual Meeting, Chicago, IL, April 2015.

Halverson, E.R., Litts, B.K., Sheridan, K.M., & Konopasky, A.W. (2015, April). The impact of multimodal composing on youth transformative disciplinary identity work across settings. American Educational Research Association Annual Meeting: Chicago, IL.

Halverson, E. R., Litts, B., Sheridan, K., Owens, T., Konopasky, A., Brahms, L., & Jacobs-Priebe, L. (2014, April). Learning in the Making: Studying & designing makerspace experiences and leveraging technologies for impact. Sypmposium presented at the AERA Annual Meeting, Philadelphia, PA, April 2-7, 2014.

Halverson, E. R., Litts, B., Sheridan, K., Owens, T., Fields, D., Kafai, Y., Peppler, K., Santo, R., Brahms, L. & Svarovsky, G. (2013, June). The MAKE movement and connections to the CSCL community. Symposium presented at the Computer Supported Collaborative Learning Conference, Madison, WI June 16-19, 2013.

Halverson, E. R., Sheridan, K., Brahms, L., Litts, B., & Owens, T. (2013, June). Learning from the making in makerspaces. Paper presented at Games+Learning+Society 9.0, Madison, WI June 11-13 2013.

Halverson, E. R. (2013). Arts and the learning sciences the new media age. Symposium presented at the AERA Annual Meeting, San Francisco, CA April 26-30 2013.

Bass, M. B. & Halverson, E. R. (2013, April). Identity development through digital production in the college classroom. Paper presented at the AERA Annual Meeting, San Francisco, CA April 26-30 2013.

Halverson, E. R., Gibbons, D. & Andrews, A. (2012, April). What makes a youth-produced film good? A youth audience perspective. Paper presented at the AERA Annual Meeting, Vancouver, BC April 13-17 2012.

Magnifico, A. & Halverson, E. R. (2012, April). Bidirectional Artifact Analysis: A Method for Analyzing Creative Processes in Formal Learning Settings. Paper presented at the AERA Annual Meeting, Vancouver, BC April 13-17 2012.

Halverson, E. R., Horn, S., Knickelbine, E., & Roseth, C. (2011, June). Representing self through media: A personal journey through This American Life. The New Media Consortium, Madison, WI June 15-17 2011.

Lee, M. & Halverson, E. R. (2011, June). Yut, Korea’s monopoly: A deep relationship between game play and cultural practices. Paper presented at Games+Learning+Society 7.0, Madison WI June 15-17 2011.

Halverson, E. R. (2011, April). Assessing digital media production: Process and product. Poster presented at the AERA Annual Meeting, New Orleans, LA, April 8-12 2011.

Halverson, E. R., Gibbons, D., & Bass, M. (2011). Time and space in youth media production. Paper presented at the National Council of Teachers of English Assembly for Research Annual Conference, Madison, WI February 18-20 2010.

Halverson, E. R., DeVane, B., Games, A., Hayes, E., & Stevens, R. (2010, June). Identity, culture, and agency in (the design of) digital media and learning. Games+Learning+Society 6.0, Madison, WI June 9-11 2010.

Halverson, E. R. (2010, May). Artistic production processes as venues for positive identity development. Paper presented at the AERA Annual Meeting, Denver, CO, April 29-May 2 2010.

Halverson, E. R. (2010, February). The production of autobiography and “identity work”. Paper presented at the DML conference, San Diego, CA, February 18-20 2010.

Halverson, E. R. & Gibbons, D. (2010 February). “Key moments” as pedagogical windows into the video production process. Paper presented at the National Council of Teachers of English Assembly for Research Annual Conference, Pittsburgh, PA February 19-21 2010.

Halverson, E. R. & Jocson, K. (2009, June). Digital media production: The state of “the art”. Poster presented at Games+Learning+Society 5.0, Madison, WI June 10-12 2009.

Halverson, E. R., Bass, M., Gibbons, D., & Lowenhaupt, R. (2009, June). Exploring youth media arts organizations: Unpacking the processes and products of youth participation in digital video production as literacy. Symposium presented at Games+Learning+Society 5.0, Madison, WI June 10-12 2009.

Halverson, E. R. (2009, April). Participatory media spaces: The process and products of youth media arts organizations. Paper presented at the AERA Annual Meeting, San Diego, CA, April 13-17 2009.

Halverson, E. R. (2009, April). Shifting learning goals: From competent tool use to participatory media spaces in the emergent design process. Paper presented at the AERA Annual Meeting, San Diego, CA, April 13-17 2009.

Halverson, E. R., Bass, M., & Woods, D. (2009, April). Taking multimodality seriously in the analysis of video data: The case of youth video production. Paper presented at the AERA Annual Meeting, San Diego, CA, April 13-17 2009.

Halverson, E. R., Lowenhaupt, R., Gibbons, D., & Bass, M. (2009, February). Exploring youth media arts organizations: Unpacking the processes and products of youth participation in digital video production as literacy. Paper presented at the National Council of Teachers of English Assembly for Research Annual Conference, Los Angeles, CA, February 13-15 2009.

Halverson, E. R., Woods, D., & Bass, M. (2008 July). Taking youth production seriously: Analyzing multimodal data to understand identity in action. Paper presented at Games+Learning+Society 4.0, Madison, WI, July 10-11 2008.

Halverson, E. R. & Halverson, R. (2008 July). Competitive fandom in action: How fantasy baseball is really played. Paper presented at Games+Learning+Society 4.0, Madison, WI, July 10-11 2008.

Halverson, E. R. (2008 March). Participatory media spaces or what the kids are doing these days. Paper presented at the AERA Annual Meeting, New York, NY, March 21-25 2008.

Halverson, E. R. (2008 March). Film as identity exploration: A multimodal analysis of youth-produced films. Paper presented at the AERA Annual Meeting, New York, NY, March 21-25 2008.

Halverson, E. R., Gibbons, D., & Lowenhaupt, R. (2008 March). Youth filmmaking as productive digital literacy: A comparison case study. Paper presented at the AERA Annual Meeting, New York, NY, March 21-25 2008.

Halverson, E. R., & Halverson, R. (2008 March). Competitive fandom: The case for fantasy baseball. Paper presented at the AERA Annual Meeting, New York, NY, March 21-25 2008.

Halverson, E. R. (2008 February). Film as identity exploration: A multimodal analysis of youth-produced films. Paper presented at the 29th Annual Ethnography in Education Research Forum, Philadelphia, PA, February 28-29, 2008.

Halverson, E. R., & Halverson, R. (2007 July). The wider world of sports: Competitive fandom as participatory culture. Paper presented at the Games+Learning+Society Conference, Madison, WI, July 12-13, 2007.

Thomas, M., & Halverson, E, R. (2007 July). Reading and writing Islamic culture across gaming and media spaces. Paper presented at the Games+Learning+Society Conference, Madison, WI, July 12-13, 2007.

Halverson, E. R., Gibbons, D., & Lowenhaupt, R. (2007 February). Exploring filmmaking as a new media literacy practice through a meta-analysis of student-produced, autobiographical films. Roundtable presentation given at the NCTE Midwinter Research Assembly, Nashville, TN.

Halverson, E. R. (2005 February). The dramaturgical process and social change: Literacy practices that explore stigmatized identities. Roundtable presentation given at the NCTE Midwinter Research Assembly, Columbus, OH.

Halverson, E. R. (2004 April). “I’m figuring out my life story…”: Adolescents explore the reciprocal nature of narrative and identity. Paper presented at the AERA annual meeting, San Diego, CA.

Rosenfeld, E. (2003 April). InsideOut: Facilitating gay youth identity development through a performance-based youth organization. Paper presented at the AERA annual meeting, Chicago, IL.

Rosenfeld, E. (2003 April). InsideOut: Facilitating gay youth identity development through a performance-based youth organization. Poster session presented at the SRCD biennial meeting, Tampa, FL.

Rosenfeld, E., Orellana, M. F., Reynolds, J., and Pulido, L. (2002 April). Exploring the Translating Experiences of Bilingual Adolescents: of the Kids, for the Kids, and by the Kids. Paper presented at the AERA annual meeting, New Orleans, LA.

Rosenfeld, E., Orellana, M. F., Reynolds, J., and Pulido, L. (2002 February). Exploring the Translating Experiences of Bilingual Adolescents: of the Kids, for the Kids, and by the Kids. Roundtable presentation given at the NCTE Midwinter Research Assembly, New York, NY.

Lee, C. D. & Rosenfeld, E. (2001 April). Well shut my mouth wide open: Cultural modeling in narrative as a framework for the design of writing curriculum for emergent remedial writers. Paper presented at the AERA annual meeting, Seattle, WA.

Orellana, M. F. & Rosenfeld, E. (2001 April). Whose voice is it anyway? Problematizing the notion of the Latino student voice. Paper presented at the AERA annual meeting, Seattle, WA.

Orellana, M. F., Williams, K., & Rosenfeld, E. (2001 February). Bridging Discourse communities: Latino students’ engagement with science literacy, school literacy, and home literacy practices in the Midwest. Roundtable presentation given at NCTE Midwinter Research Assembly, Berkley, CA.

INVITED TALKS AND WORKSHOPS

Halverson, E. R., Levin, A., & Stovall, J. (2018, October). America to Me Panel. Panel discussion, UW Diversity Forum. Madison, WI October 31, 2018.

Halverson, E. R. (2018, September). The Arts and the Maker Movement. Opening keynote, Milwaukee Maker Faire Educators Conference. Milwaukee, WI, September 29, 2018.

Halverson, E. R. (2018, July). The Maker Movement in education: Hyping for Power Up! Opening keynote address, Madison Metropolitan School District Power Up Conference. Madison, WI, July 31, 2018.

Halverson, E. R. (2018, March). How the arts can transform education. Opening keynote address, National Council on Education for the Ceramic Arts. Pittsburgh, PA, March 14, 2018.

Halverson, E. R. (2018, March). Media production in the classroom. Why? And why now? Keynote address, Wisconsin Public Television’s Education Innovation Summit. Madison, WI March 9, 2018.

Halverson, E. R. & Witham, J. (2017, June). It’s a Whoopensocker! Midwest Arts Integration Conference. Madison, WI, June 13, 2017.

Halverson, E. R. & Millerjohn, R. (2017, May). The maker movement in education: Definitions, trends, and findings. CESA Conference 2017: Achieving excellence for all. Madison, WI, May 25, 2017.

Halverson, E. R. (2017, February). Learning in the making: What and how people learn in makerspaces. UW-Stevens Point – Learning is For Ever (LIFE) Series. Stevens Point, WI, February 22, 2017.

Halverson, E. R. (2016, November). How the arts can change teaching. Art Learning and creativity: Contemporary issues in formal and informal settings, University of Tokyo, Tokyo, Japan, November 20, 2016.

Halverson, E. R. & Halverson, R. (2016, October). Level up: Making everywhere for everyone. FabLearn Conference, Stanford, CA, October 16, 2016. Available at:

Halverson, E. R. (2016, September). The Maker Movement in education and implications for research and practice. University of Calgary, Calgary, CA, September 30, 2016.

Halverson, E. R. (2016, September). The Maker Movement in education. Milwaukee MakerFaire Educator’s Conferece, Milwaukee, WI, September 24, 2016.

Halverson, E. R. (2016, May). Seven technologies that are changing education. Madison College Tech Academy, Madison, WI May 19, 2016

Halverson, E. R. (2015, November). Learning in and through the arts: A way forward for all students. University of Taipei, Department of Visual Arts Colloquium, Taipei, Tawain, November 14, 2015.

Halverson, E. R. (2015, October). Tinkering and game design in informal learning settings. Tinkering Symposium at the Vermont Afterschool Conference, Stowe, VT, October 22, 2015.

Halverson, E. R. (2015, January). Learning as a long game: Designing for making in drop-in spaces. National Science Foundation Distinguished Lecture Series, Arlington, VA, January 29, 2015.[1]

Halverson, E. R. (2014, March). The Artist: There and Back Again. Friends of the Mind Series, Department of Curriculum & Instruction, Madison WI March 31, 2014.

Halverson, E. R. (2014, March). Handle as bridge: Creativity, learning, and purpose. National Council on Education for the Ceramic Arts Annual Convention, Milwaukee, WI, March 20, 2014.

Halverson, E. R. (2014, March). The Maker Movement in Education. Arts Business Research Symposium, Wisconsin School of Business, Madison, WI March 12, 2014.

Halverson, E. R. (2014, February). Learning in and through the arts: From theatre to Makerspaces. Learning Sciences Colloquium Series, University of Illinois at Chicago, Feburary 13, 2014.

Halverson, E. R. & Halverson, R. (2013, October). Digital technologies and the future of learning. Future Learn Conference, University of Stockholm, Sweden October 16, 2013.

Halverson, E. R. (2013, May). The centrality of identity in contemporary learning: The role of language and narrative in identity development. First International Scientific Seminar in the Learning Sciences, International University of Catalonia, Barcelona, Spain May 6, 2013.

Halverson, E. R. (2012, June). Designing for the new literacies: Artistic production as a model for teaching and learning in the 21st Century. Arts, English, and Literacy Research Education Network, University of Sydney, AU June 28, 2012.

Halverson, E. R. & Halverson, R. (2012, June). The design and assessment of 21st Century learning environments. University of Sydney CoCo Research Centre Seminar, Sydney, AU June 20, 2012.

Halverson, E. R. (2012, April). Learning in and through the arts: A new frontier for learning sciences research. Division C New Directions Session: Bringing Research Into Practice. Invited session at the AERA Annual Meeting, Vancouver, BC April 13-17 2012.

Halverson, E. R. & Halverson, R. (2012, April). Insights from research on digital media for the modern university. The New School for Social Science Research, New York, NY April 2-3, 2012.

Halverson, E. R. (2011, June). Fun, art, fandom: The role of play in learning environments. Play, learn, innovate: OCLC/LL online symposium. June 7, 2011.

Halverson, E. R. (2011, April). Designing for the new literacies: Artistic production as a model for teaching and learning in the 21st Century. Jan Hawkins Award Presentation at AERA New Orleans LA, April 8-12 2011.

Halverson, E. R. (2011, March). Art and Stories. TEDxMadtown, Fitchburg WI, March 5, 2011.[2]

Halverson, E. R. (2011, February). Youth media arts: Artistic production and learning designs. Cultural transformations and youth in the age of new media, Faculty seminar series Washington University, St. Louis MO, February 24 2011.

Halverson, E. R. (2010, November). Why it's better to not know any better: My journey from community arts to academia. Knapp House seminar dinner, Madison WI, November 13, 2010.

Halverson, E. R. (2010, July). What’s so revolutionary about online education? WCATY Conference, Madison WI, July 30, 2010.

Halverson, E. R. & Halverson, R. (2010). Digital media and the future of schooling. Wisconsin Association of School Boards Presidents’ Conference, Rhinelander WI, July 16, 2010.

Halverson, E. R. & Nathan, M. (2010). Curriculum design: The backwards design process. Medical Education Day, Madison WI, April 15, 2010.

Halverson, E. R. & Halverson, R. (2009). Digital media and the future of schooling: A look at the classroom of 2050. Wisconsin Academy Evenings Series, Madison WI, November 17, 2009.[3]

Halverson, E. R. (2009). Focus on learning: What the learning sciences can contribute to the conversation about teaching at UW. Keynote speaker at the 2009 UW Teaching and Learning Symposium, Madison WI, May 20-22, 2009.

Halverson, E. R. (2008). How people learn: A crash course. Teaching Improvement Program, UW Madison College of Engineering, Madison, WI, August 28, 2008.

Halverson, E. R. (2008). Creating our own images. University Summer Forum, UW Madison, Madison, WI, June 19, 2008.

Halverson, E. R. (2008). Reflections on participation in the Spencer Research Training Grant program. Conference on mixed methods in education research, Evanston, IL, April 17-18 2008.

Halverson, E. R. (2007). Fantasy baseball: The case for “competitive fandom” learning environments. American Education Week, Madison, WI, November 13, 2007.

Halverson, E. R. (2007). Fantasy baseball: The case for competitive fandom. Florida Virtual Schools Annual Conference, Orlando, FL, September 19-20, 2007.

Halverson, E. R. (2007). Fantasy baseball game play as competitive fandom. Plenary session presented at the Computer Supported Collaborative Learning Conference, New Brunswick, NJ, July 16-21, 2007.

Halverson, E. R. (2006). The new media literacy: Participation as production. Games+Learning+Society, Madison, WI, June 15.

Halverson, E. R. (2005). Transitioning to a faculty position. Spencer Lecture Series, University of Wisconsin-Madison, November 1.

Halverson, E. R. (2005). Telling, adapting, and performing stories: How literacy meets identity. Language, Literacy, and Culture Series, University of Illinois at Chicago, September 15.

Halverson, E. R. & Nathan, M. (2005). How students learn: Thinking, teaching, and design. Teaching Improvement Program, College of Engineering, University of Wisconsin-Madison, August 25 & October 25.

Halverson, E. R. (2004). Narrative and identity: Constructing an oppositional identity through performing life story narratives. Department of Educational Psychology Colloquium Series, University of Wisconsin-Madison, February 2.

COURSES TAUGHT

University of Wisconsin-Madison

C&I 209 Digital Media and Literacy 2013-present

C&I 328 Arts Integration for Teaching & Learning 2012-present

C&I 339 Cultural Foundation of Learning and Development 2018

C&I 606 Critical Perspectives on Digital Media Education 2016

C&I 719 Introduction to Qualitative Research Methods 2017-present

C&I 788 Qualitative Research Methods in Education: Field Methods I 2007-present

C&I 789 Qualitative Research Methods in Education: Field Methods I I 2012-present

C&I 712 Introduction to Curriculum & Instruction 2013

C&I 713 Technology Integration for Teaching 2017-present

C&I 675 Teaching College Courses 2011-2014

C&I 675/Ed Psych 711 Identity and Learning 2009-2012

Inter L&S 106 Representing Self Through Media (Freshman seminar) 2010-present

Ed Psych 711/ELPA 940 School of Ed Doctoral Research Program Seminar 2008-2009

Ed Psych 301 Human Abilities and Learning 2005-2010

Northwestern University (Teaching Assistant)

Design of Learning Environments 2003

Orality, Literacy, and Cyberacy 2003

Education and the Changing Workplace 2002

Knowledge Representation for the Learning Sciences 2002

Cognitive Science Foundations of the Learning Sciences 2001

Methods of Observing Human Behavior 2000

PROFESSIONAL SERVICE ACTIVITIES

National service

Associate Editor, Journal of the Learning Sciences 2016-2019

Co-Chair, Early Career Workshop 2018

International Conference of the Learning Sciences, London

Co-Chair, Play+Make+Learn Conference, Madison, WI 2017-2018

Co-Chair, FabLearn Conference, Stanford University 2015

Co-Chair, Jan Hawkins Award, AERA 2013-2015

Co-Chair & Mentor, Division C Graduate Student Session, AERA 2012-2014

Co-Chair & Mentor, Computer Supported Collaborative Learning 2013

Conference Doctoral Consortium

Program Co-Chair, Media, Culture Curriculum SIG, AERA 2010-2012

Conference Co-Chair 2011

National Council for Teachers of English Assembly for Research (NCTEAR)

Treasurer 2009-2012

National Council for Teachers of English Assembly for Research (NCTEAR)

Guest Editor, Journal for Computing in Teacher Education, 26(2) 2009-2010

Early Career Mentoring Chair, AERA Division G Early Career Breakfast 2008

Program Committee Member/Co-Chair, Games+Learning+Society 2007-2016

Annual Conference.

University service

Social Studies Divisional Committee 2015-2018

Educational Innovation Steering Committee 2012-2014

Teaching Academy Co-Chair 2011-2013

Engage (DoIT) Faculty Advisory Board 2010-2014

Committee on Women in the University 2008-2010

Teaching Academy Summer Institute Co-Chair 2009-2010

Teaching Academy Executive Committee Member 2008-2014

Teaching Academy Member 2007-present

School of Education Qualitative Research Methods Committee 2008-present

Coordinating Council for the Preparation of Professional Educators (CCPE) 2006-2010

Student Awards Committee, Dept. of Curriculum & Instruction 2011-2012

Faculty Affairs Committee, Dept. of Educational Psychology 2006-2008

Secondary Education Reform Committee, Dept. of Curriculum & Instruction 2005

Reviewer

Journals

Arts Education Policy Review (Editorial Board Member)

Cognition & Instruction

Computers & Education

Early Childhood Development and Care

Educational Researcher

Emerging Adulthood

Games and Culture

Instructional Science

International Journal of Child-Computer Interaction

International Journal of Designs for Learning

Journal of Adolescent Research

Journal of Educational Computing Research

Journal of Engineering Education

Journal of the Learning Sciences (Associate Editor; Editorial Board Member)

Journal of Literacy Research

Journal of Homosexuality

Journal of Technology and Teacher Education (Editorial Board Member)

Journal of Youth and Adolescence

Psychology of Aesthetics, Creativity, and the Arts

Review of Educational Research

Simulation & Gaming

The Social Science Journal

South African Journal of Education

Conferences

FabLearn at Stanford University

American Educational Research Association (AERA) Annual Meeting

Computer Supported Collaborative Learning (CSCL) Biannual Meeting (Senior Reviewer)

Games+Learning+Society (GLS) Annual Meeting

International Conference of the Learning Sciences (ICLS) Biannual Meeting (Senior Reviewer)

Grant Competitions

National Science Foundation: AISL, Cyberlearning Competition, Early Career Awards, ITEST

National Endowment for the Arts: Arts Works, Arts Education

Bill & Melinda Gates Foundation and HASTAC: Digital Media and Learning Competition

Dane County Arts Grants

Canada Foudation for Innovation

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[1] Audio available at

[2] Talk can be viewed here:

[3] Talk can be viewed here:

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