My current research involves analysis of both quantitative and qualitative data regarding student experiences, performance and engagement in science education from middle school through graduate school. More recently, we've begun work that uses eye tracking technologies to study the interpretation of data by students and scientists in classroom and field-based settings.

Main Research Projects:

Data Interpretation along the Novice-Expert Continuum

Learning from the Learner's Point of View

Student Interest in Science

Undergraduate Scientists: Measuring the Outcomes of Research Experiences from multiple perspectives

Click here to view a visualization of STEM Degree Data from 1966-2010 plotted across the United States

I currently teach courses in secondary science methods and a doctoral research seminar at the School of Education. In addition, I lead a seminar for doctoral students in the sciences who plan to pursue academic careers and are interested in improving their teaching skills. Across campus, I teach lab sections to undergraduates in the Department of Geological Sciences. Affiliated courses:

M346/Q546 - Secondary Science Methods

Q528 - Demonstration and Field Strategies in Science (online courses focused on Geology/Biology or Archaelogy/Geology)

Q620 - University Science Teaching

G105 - Our Habitable Planet

G271 - Introduction to Environmental Field Methods

Ph.D. Science Education, May 2008, University of Virginia, Charlottesville, VA

M.S. Geology, May 2003, University of Connecticut, Storrs, CT

B.A. Geology, May 1997, Hamilton College, Clinton, NY

• Maltese, A. V., Balliet, R., Riggs, E. M. (In Press). Through their eyes: Tracking the eye gaze of students in a geology field course. Submitted to Journal of Geoscience Education.
• Maltese, A. V., Tai, R. H. Fan, X. (2012). When is homework worth the time" Revisiting the association between homework and achievement in high school science and math. The High School Journal 96 (1), 52-72..
• Bennett, J., Fry, J. Timme, N., Maltese, A. V. (2012). Lessons learned from a summer preparatory program on foundations in physics and calculus. Submitted to Journal of College Science Teaching, 41(4) 52-56.
• Maltese, A. V. Hochbein, C. (2012). The consequences of school improvement: Examination of the association between school improvement and student science achievement. Journal of Research in Science Teaching, 49(6), 804-830.
• Harsh, J., Maltese, A. V., Tai, R. H. (2012). A perspective of gender differences in chemistry and physics undergraduate research experiences. Journal of Chemical Education, 89(11), 1364-1370.
• Harsh, J. A., Maltese, A. V., Tai, R. H. (2011). Undergraduate research experiences from a longitudinal perspective. Journal of College Science Teaching, 41(1) 84-91.
• Maltese, A. V. Tai, R. H. (2011). Pipeline persistence: The effects of school experiences on earning degrees in STEM. Science Education, 95(5) 877-907.
• Maltese, A. V., Tai, R. H., Sadler, P. M. (2010). The effect of high school physics laboratories on performance in introductory college physics. The Physics Teacher, 48(5), 333-337.
• Maltese, A. V. Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5) 669-685.
• Maltese, A. V. (2009, April/May). Shake, rattle and hopefully not fall. Science Children, 46(8), 40-43.
• Tai, R. T., Sadler, P. M., Maltese, A. V. (2007). A study of the association of autonomy and achievement on performance. Science Educator, 16(1), 22-28.
• Maltese, A. V., Dexter, K. M., Tai, R. H., Sadler, P. M. (2007). Breaking from tradition: Unfulfilled promises of block scheduling in science. Science Educator, 16(1), 1-7.
• Tai, R. T., Liu, C. Q., Maltese, A. V., Fan, X. T. (2006, May 26). Planning early for careers in science. Science, 312 (5777), 1143-1144.