Ruth Wylie
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Center for Science & Imagination Arizona State University PO Box 876511 Tempe, AZ 85287-6511
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Mail code: 1811Campus: Tempe
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Ruth Wylie is the assistant director of the Center for Science and the Imagination and an associate research professor in the Mary Lou Fulton Teachers College. Professor Wylie concentrates on interdisciplinary, translational research that leverages knowledge and insights from theory and laboratory studies to answer real-world problems. Her previous research projects have been on the design, development, and implementation of educational technology for students and teachers in middle schools, high schools, and universities.
Ph.D. Human-computer Interaction, Carnegie Mellon University 2011 Bachelor's degree. Cognitive Science, Minors in Computer Science and Education, University of California-Berkeley
Guiding Research Questions:
- What skills and support do interdisciplinary teams need to be successful?
- How can we cultivate and measure imaginative capacity?
- How can the design and development of technology best support teachers and students?
Current Research Projects:
What if we could build a technologically enhanced book that adapted itself not only to the individual student but to the classroom as a whole? The postdigital textbook project is an effort to do just that, developing the theory and learning technologies needed to create a system that will effectively engage learners in the place where they spend almost all of their formal educational time: the classroom. This work is funded through NSF's Cyberlearning and Future Learning Technologies Program, Award #1451431.
Mary Shelley’s Frankenstein is a modern myth; a 200 year-old science-fiction story that explores themes of human creativity, societal responsibility and scientific ethics. Two centuries later, these themes continue to resonate in our technological age. As citizens with access to incredible tools for creation and transformation, we not only need to understand the fundamentals of science and technology, but also to develop the skills to actively participate in the policy discussions that surround these fields. In this project, supported by NSF's Advances in Informal Science Learning directorate (Award #1516684), we take on this challenge, pairing Mary Shelley’s compelling Frankenstein narrative with an integrated set of digital and hands-on activities to inspire deeper conversations about scientific and technological creativity and social responsibility.
Dr Wylie is also partnering with the World Bank to create a series of stories and artwork to integrate into an online game, EVOKE, designed to get young people in the developing world involved in social innovation and civic engagement.
Finn, E., & Wylie, R. (2021). Collaborative imagination: A methodological approach. Futures, 132, 102788.
Mawasi, A.*, Nagy, P., Finn, E., & Wylie, R. (2021). Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective. Journal of Science Education and Technology, 1-11.
Clark, S., & Wylie, R. (2021). Surviving a Cultural Genocide: Perspectives of Indigenous Elders on the Transfer of Traditional Values. Journal of Ethnic and Cultural Studies, 8(2), 316-346.
Gould, D. Knowlton, K., & Wylie, R. (2021). My Robot Can Fly: An Integrated STEM Lesson for Preschoolers to Learn About Structure, Function, Biomimicry, and Science-in-Society. Science and Children, 58(5).
Mawasi, A.*, Nagy, P., Finn, E., & Wylie, R. (2021). Using Frankenstein-Themed Science Activities for Science Ethics Education: An exploratory study. Journal of Moral Education, 1-17.
Nagy, P. †, Wylie, R., Eschrich, J., & Finn, E. (2019). Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists. Science and Engineering Ethics (26), 737–759.
Talbot, R. M., Wylie, R., Dutilly, E., and Nielsen, R. (2018). The Relationship between Format and Cognitive Depth of Science Teacher-Generated Questions. Research in the Schools, 25(1), 35–46.
Nagy, P. †, Wylie, R., Eschrich, J., and Finn, E. (2018). The enduring influence of a dangerous narrative: How scientists can mitigate the Frankenstein myth. Journal of Bioethical Inquiry, 15(2), 279-292.
Chi, M.T.H., Adams, J.A., Bogusch, E.B., Bruchok, C., Kang, S., Lancaster, M., Levy R., Li, N., McEldoon, K., Stump, G.S., Wylie, R., Xu, D., and Yaghmourian, D.L. (2018). Translating the ICAP Theory of Cognitive Engagement into Practice. Cognitive Science, 42, 1777-1832.
Nagy, P. †, Wylie, R., Eschrich, J., and Finn, E. (2017). Why Frankenstein is a stigma among scientists. Science and Engineering Ethics, 1-17.
Roll, I., and Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599.
Chi, M.T.H. and Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.
* Indicates first author is a student. † Indicates first author is a postdoctoral scholar.
- Finn,Edward Frederick*, Cavalier,Darlene Faith, Gano,Steve, Guston,David H, Halpern,Megan K., Montoya,Mitzi, Ostman,Rae Ellen Marie, Simeone,Michael Paul, Tebeau,Mark Thomas, Wylie,Ruth. Increasing Learning and Efficacy about Emerging Technologies through Transmedia Engagement by the Public in Science-in-Society Activities. NSF-EHR-DRL(8/1/2015 - 7/31/2019).
- Finn,Edward Frederick*, Finn,Edward Frederick*, Bell III,James, Miller,Clark Anson, Wylie,Ruth. Narrative Projections for Commercial Space Futures. NASA(7/1/2015 - 6/30/2016).
- Walker,Erin Ashley*, Finn,Edward Frederick, Finn,Edward Frederick, Wylie,Ruth. EAGER: Towards Knowledge Curation and Community Building within a Postdigital Textbook. NSF-CISE-IIS(8/1/2014 - 7/31/2016).
Courses
2023 Summer
Course Number | Course Title |
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TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 799 | Dissertation |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
2023 Spring
Course Number | Course Title |
---|---|
DCI 792 | Research |
DCI 790 | Reading and Conference |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
TEL 799 | Dissertation |
2022 Fall
Course Number | Course Title |
---|---|
DCI 792 | Research |
DCI 790 | Reading and Conference |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
TEL 792 | Research |
2022 Summer
Course Number | Course Title |
---|---|
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
2022 Spring
Course Number | Course Title |
---|---|
DCI 792 | Research |
DCI 790 | Reading and Conference |
TEL 792 | Research |
VTS 394 | Special Topics |
2021 Fall
Course Number | Course Title |
---|---|
DCI 792 | Research |
DCI 790 | Reading and Conference |
DCI 799 | Dissertation |
2021 Spring
Course Number | Course Title |
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DCI 792 | Research |
DCI 790 | Reading and Conference |
TEL 494 | Special Topics |
2020 Fall
Course Number | Course Title |
---|---|
DCI 792 | Research |
DCI 790 | Reading and Conference |
DCI 799 | Dissertation |
TEL 494 | Special Topics |
2020 Summer
Course Number | Course Title |
---|---|
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 799 | Dissertation |
2020 Spring
Course Number | Course Title |
---|---|
DCI 792 | Research |
DCI 790 | Reading and Conference |
TEL 799 | Dissertation |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 799 | Dissertation |
2019 Fall
Course Number | Course Title |
---|---|
DCI 792 | Research |
DCI 790 | Reading and Conference |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 799 | Dissertation |
2019 Summer
Course Number | Course Title |
---|---|
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
2019 Spring
Course Number | Course Title |
---|---|
DCI 790 | Reading and Conference |
TEL 792 | Research |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
2018 Fall
Course Number | Course Title |
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DCI 790 | Reading and Conference |
TEL 792 | Research |