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.

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Key Professional Appointments

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

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

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Education

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

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Awards, Honors, Associations

Recognized as a "top 20" female Educational Psychology scholar Educational Psychology Review, 2018 - 2018

(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.

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Publications

Cromley, J. (2018). Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension. Learning and Instruction, 57 1-4.  link >

Cromley, J., & Lawrence, L. (2018). Multimedia simulations that foster deep learning: Findings from a review of the literature. Strategies for deep learning with digital technology: Theories and practices in education ( pp. 93-110). Hauppauge, NY: Nova Science Publishers.

de Olivera, D., Lages, F., Paiva, S., Robinson, P., Cota, L., & Cromley, J. (2018). Cross-cultural adaptation of the Brazilian version of the dentine hypersensitivity experience questionnaire. Brazilian Oral Research, 37 10.  link >

Kimber, O., Cromley, J., & Molnar-Kimber, K. (2018). Let your ideas flow: Using flow charts to convey methods and implications of the results in laboratory exercises, posters, and slide presentations. Journal of Microbiology and Biology Education, 19 (1), 1-5.  link >

Schunn, C., Newcombe, N., Alfieri, L., Cromley, J., Massey, C., & Merlino, F. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology, 32 (2), 225-240.  link >

Zahner, W., Dai, T., Cromley, J., Wills, T., Booth, J., Shipley, T., & Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction, 49 131-141.  link >

Cromley, J., Booth, J., Wills, T., Chang, B., Tran, N., Madeja, M., Shipley, T., & Zahner, W. (2017). Relation of Spatial Skills to Calculus Proficiency: A Brief Report. Mathematical Thinking and Learning, 19 55-68.  link >

Chang, B., Tran, N., & Cromley, J. (2016). Varying demands for coordinating multiple representations in a reform calculus textbook International Journal of Science and Mathematics Education, 14 (8), 1475–1497.  link >

Cromley, J., Weisberg, S., Dai, T., Newcombe, N., Schunn, C., Massey, C., & Merlino, F. (2016). Improving middle school science learning using diagrammatic reasoning. Science Education, 100 (6), 1184-1213.  link >

Miller, B., Cromley, J., & Newcombe, N. (2016). Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction delivered in electronic warm-ups. Journal of Computer-Assisted Learning, 32 (4), 374-390.  link >

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 Baltimore, MD: Wiley.  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.

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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.

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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 - 2019

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Service

Associate Editor Cognition and Instruction, 2015 - 2017

Associate Editor Journal of Experimental Education, 2014 - 2016

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 Instructional Science, 2016 - 2016

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

Conference Paper Review American Educational Research Association, 2016 - 2016

Editorial Board Member Educational Psychology, 2016 - present

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

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

Ad Hoc Reviewer American Educational Research Journal, 2015 - 2015

Ad Hoc Reviewer Educational Psychology, 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

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 Learning Analytics, 2014 - 2015

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

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

Ad Hoc Reviewer Educational Psychology Review, 2014 - present

Editorial Board Member Contemporary Educational Psychology, 2014 - present

Editorial Board Member Journal of Educational Psychology, 2014 - present

Editorial Board Member Learning and Instruction, 2014 - present

Editorial Board Member Metacognition and Learning, 2014 - present

Editorial Board Member Scientific Studies of Reading, 2014 - present

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 Reviewer Journal of Computer Assisted Learning,

Ad Hoc Reviewer Journal of Educational Computing Research,

Ad Hoc Reviewer Journal of Research in Reading,

Member, Editorial Board Reading Research Quarterly, 2015 - present

Ad Hoc Reviewer Review of Educational Research, 2014 - 2015

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

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Courses

Psyc of Learning in Education (EPSY 400) Study of the psychology of human learning as it applies to instruction, educational issues, and educational problems. 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 credit hours requires consent of the instructor and the completion of a substantive scholarly project. Undergraduate and graduate work load will be commensurate with the requirements. 2 hours for Latin and Spanish Certification, Elementary Edm Music and GSLIS.

Res Methods in Learning Scienc (EPSY 403) This course is an introduction to conducting research in the learning sciences, including how to use theory as a guide to conducting literature reviews and formulating research questions. The course introduces quantitative and qualitative research design, data collection and analysis, and other aspects of research relevant to learning, teaching, and other topics relevant to education. A secondary goal is to better understand research reported in the primary literature as well as in the news media. Assignments will include evaluating research papers and writing a research proposal. 3 undergraduate hours. 4 graduate hours.

Educational Statistics (EPSY 480) Designed for terminal value for professional training of students not intending to pursue advanced graduate work, and for introductory value for students continuing graduate study in education; descriptive statistics, introduction to correlation and regression, the normal curve, statistical inference, and the presentation and interpretation of statistical data in educational literature. 4 undergraduate hours. 4 graduate hours.

Statistical Inference in Educ (EPSY 580) Intermediate statistical methods in education; includes probability theory, distribution theory, interval estimation, hypothesis testing, regression and correlational analysis, and analysis of variance.

Growth Curve Modeling (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Approved for both letter and S/U grading. May be repeated.

Cromley, Jennifer

Associate Professor, Educational Psychology

Contact

Office

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

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