Biography

My research focuses on two broad areas: 1) reading comprehension of illustrated scientific text and 2) cognitive and motivational predictors of STEM students' achievement and retention. My research includes both studies of basic processes (how learning works) and classroom interventions (how to help students learn better). I use a variety of research methods, including questionnaires, think-aloud protocols, eye tracking, analyses of student work products such as sketches, and analyses of computer logfiles. My research has been funded by the U.S. Department of Education and the National Science Foundation.

Expand
Key Professional Appointments

Associate Professor Psychological Studies in Education, Temple University, 2011 - 2014

Assistant Professor Psychological Studies in Education, Temple University, 2005 - 2011

Expand
Education

Ph.D., Human Development - Educational Psychology, University of Maryland College Park, 2005

Expand
Awards, Honors, Associations

(US) Presidential Early Career Award for Scientists and Engineers White House, Office of Science and Technology Policy, 2010 - 2010

Research & Service

Dr. Cromley's research focuses on two broad areas: 1) reading comprehension of illustrated scientific text and 2) cognitive and motivational predictors of STEM students' achievement and retention. Her research includes both studies of basic processes (how learning works) and classroom interventions (how to help students learn better). She uses a variety of research methods, including questionnaires, think-aloud protocols, eye tracking, analyses of student work products such as sketches, and analyses of computer logfiles. Cromley's basic research on retention in STEM is being used as the basis of cognitive and motivational interventions in an introductory biology course. Her research has been funded by the U.S. Department of Education and the National Science Foundation.

Expand
Publications

Cromley, J., & &, Wills, T. (2016) Flexible strategy use by readers who learn much versus learn little: Transitions within think-aloud protocols Journal of Research in Reading 39 (1), 50–71  link >

Kanno, Y., Cromley, J., & , . (2015) English language learners' pathways to four-year colleges Teachers College Record 117 (12), 1-44  link >

Bergey, B., Cromley, J., Kirchgessner, A., & Newcombe, N. (2015) Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes British Journal of Educational Psychology 85, 57-94  link >

Perez, T., Cromley, J., Bergey, B., & Dai, T. (2015) Educational Psychology. Encyclopedia of Clinical Psychology Wiley: Baltimore, MD:  link >

Dai, T., & Cromley, J. (2014) Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach Contemporary Educational Psychology 39 (3), 233-247  link >

Dai, T., & Cromley, J. (2014) The match matters: Exploring student epistemic preferences in relation to epistemic beliefs about chemistry Contemporary Educational Psychology 39 (3), 262-274  link >

Perez, T., Cromley, J., & Kaplan, A. (2014) The role of identity development, values, and costs in STEM retention Journal of Educational Psychology 106 (1), 315-329. doi: 10.1037/a0034027

Expand
Presentations

PECASE award recipients panel (2014).: Washington, DC.

Calculus expertise and strategy use when comparing multiple representations (2014).: Quebec, QC.

What gaze data reveal about coordinating multiple mathematical representations. (2014).: Quebec, QC.

Affordances of process and object views for coordinating polynomial representations (2014).: Vancouver, BC.

Local and global approaches in coordinating multiple mathematical representations (2014).: New Orleans, LA.

Individual differences in eye gazes: Coordination of equations, graphs, and tables (2014).: Philadelphia, PA.

Instruction Increases Diagrammatic Reasoning through Behavioral Engagement (2014).: Philadelphia, PA.

Strategies for coordinating multiple mathematical representations: Integration of eye-tracking and think-aloud data (2014).: Philadelphia, PA.

The critical role of knowledge gain in improving diagram comprehension (2014).: Philadelphia, PA.

Using cognitive interviewing to explore college students’ epistemic aims and source beliefs in online research on three chemistry topics (2014).: Philadelphia, PA.

What do questions have to do with comprehension? Student-generated questions, perceived comprehension, and achievement (2014).: Philadelphia, PA.

Using CogSketch to support student science learning through sketching with automatic feedback. (2014).: Philadelphia, PA.

Expand
Grants

Principal Investigator Inference-Making and Reasoning: Refinement of an Assessment for use in Gateway Biology Courses, Institute of Education Sciences, 2016 - 2019

Principal Investigator Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades, Institute of Education Sciences (Temple University), 2014 - 2018

Expand
Service

Associate Editor Journal of Experimental Education, 2014 - 2016

Associate Editor Cognition and Instruction, 2015 - present

Member, Editorial Board Reading Research Quarterly, 2015 - 2016

Ad Hoc Reviewer Review of Educational Research, 2014 - 2015

Ad hoc committee member National Board of Medical Examiners, 2015 - 2015

Invited speaker, CRUE Symposium on Experimental Research in Higher Education University of Iowa, May 22, 2017, 2017 - 2017

Ad Hoc Reviewer American Educational Research Journal, 2016 - 2016

Ad Hoc Reviewer Journal of Research in Reading, 2016 - 2016

Ad Hoc Reviewer Instructional Science, 2016 - 2016

Grant Proposal Reviewer NWO Dutch Scientific Organization (NSF), 2016 - 2016

Member, Scientific Review Committee EARLI Special Interest Group 2, 2016 - 2016

Conference Paper Review American Educational Research Association, 2016 - 2016

Editorial Board Member Educational Psychology, 2016 - 2016

Editorial Board Member Journal of Educational Psychology, 2014 - 2016

Editorial Board Member Learning and Instruction, 2014 - 2016

Editorial Board Member Metacognition and Learning, 2014 - 2016

Editorial Board Member Scientific Studies of Reading, 2014 - 2016

Ad Hoc Reviewer Educational Psychology Review, 2014 - 2016

Editorial Board Member Contemporary Educational Psychology, 2014 - 2016

Ad Hoc Reviewer Cognitive Development,

Ad Hoc Reviewer Discourse Processes,

Ad Hoc Reviewer Journal of Engineering Education,

Ad Hoc Reviewer Journal of Language Identity and Education,

Ad Hoc Reviewer Journal of Research in Science Teaching,

Ad Hoc Reviewer Learning and Individual Differences,

Ad Hoc Reviewer Written Language & Literacy,

Grant Proposal Reviewer NWO (Dutch NSF agency), 2015 - 2015

Grant Proposal Reviewer Social Sciences and Humanities Council (Canada), 2015 - 2015

Mentor to a doctoral student, AERA Division C Graduate Seminar American Educational Research Association, Division C, 2015 - 2015

Rotating panel member National Science Foundation, ITEST Program, 2015 - 2015

Ad Hoc Reviewer Educational Researcher, 2015 - 2015

Ad Hoc Reviewer Instructional Science, 2015 - 2015

Ad Hoc Reviewer Journal of Experimental Education, 2015 - 2015

Ad Hoc Reviewer UIUC College of Education Graduate Student Organization, 2015 - 2015

Ad Hoc Reviewer Educational Psychology, 2015 - 2015

Ad Hoc Reviewer American Educational Research Journal, 2015 - 2015

Ad Hoc Reviewer Learning Analytics, 2014 - 2015

Conference proposal reviewer American Educational Research Association, Division C, 2014 - 2015

Special Issue Co-Editor Contemporary Educational Psychology, 2014 - 2014

Standing grant review panel member Institute for Education Sciences, US Department of Education, 2014 - 2014

Ad Hoc Grant Proposal Reviewer National Science Foundation, DLS Program, 2014 - 2014

Ad Hoc Reviewer Journal of Research in Reading,

Ad Hoc Reviewer Journal of Computer Assisted Learning,

Ad Hoc Reviewer Journal of Educational Computing Research,

Jennifer Cromley

Associate Professor, Educational Psychology

Contact

Office

188U Education Building
1310 S. Sixth St.
Champaign, IL 61820

Update Your Profile Refresh Your Web Profile

Refreshing data...please wait