Kathleen Mitchell Hill, PhD

Assistant Professor of Science Education, Curriculum & Instruction
Associate Director, Center for Science and the Schools (CSATS)

Source: Scopus
Calculated based on no. of publications stored in Pure and citations from Scopus

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1 Active

SHaping of Authentic Practices by Engaging in Modeling of A Topic with Teachers to Explore Research in Science (SHAPE MATTERS)
Boal, A. K., Ropson, I., Yennawar, H. P., Yennawar, N., HILL, K. & Hill, K. M.
5/1/20 → 3/31/22
Project: Research project

9 Citations
1 h-Index
2 Article
1 Chapter
1 Conference article

Hands-on cybersecurity curriculum using a modular training kit
De, A., Khan, M. N. I., Nagarajan, K., Saki, A. A., Alam, M., Wood, T. S., Johnson, M., Saripalli, M. V., Xia, Y., Cutler, S., Ghosh, S., Hill, K. M. & Ward, A., Jun 22 2020, In: ASEE Annual Conference and Exposition, Conference Proceedings. 2020-June, 762.
Research output: Contribution to journal › Conference article › peer-review
1 Scopus citations
Secondary science teachers’ subject matter knowledge development across the first 5 years
Nixon, R. S., Hill, K. M. & Luft, J. A., 2017, In: Journal of Science Teacher Education. 28, 7, p. 574-589 16 p.
Research output: Contribution to journal › Article › peer-review
7 Scopus citations
Reforming undergraduate biology teaching through graduate assistants: Identifying bridges and barriers to making change
Hill, K. M. & Orchinik, M., Aug 29 2016, In: Current Issues in Education. 19, 2
Research output: Contribution to journal › Article › peer-review
A social constructivist perspective of teacher knowledge: The PCK of biology faculty at large research institutions
Hill, K. M., Jan 1 2015, Transforming Institutions: Undergraduate STEM Education for the 21st Century. Purdue University Press, p. 353-369 17 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

SHaping of Authentic Practices by Engaging in Modeling of A Topic with Teachers to Explore Research in Science (SHAPE MATTERS)

Hands-on cybersecurity curriculum using a modular training kit

Secondary science teachers’ subject matter knowledge development across the first 5 years

Reforming undergraduate biology teaching through graduate assistants: Identifying bridges and barriers to making change

A social constructivist perspective of teacher knowledge: The PCK of biology faculty at large research institutions