Dustin Van Orman , PhD

STEM Education Research Associate he/him

About

Dustin Van Orman is a STEM Education Research Associate in Science, Mathematics, and Technology Education (SMATE) at Western Washington University. He examines the uses and outcomes of evidence-based and equitable instructional and assessment strategies to improve student learning, motivation, and learning experiences for diverse learners. Dustin has Bachelor’s degrees in Sociology and European Studies: Linguistics, and Spanish from Seattle Pacific University, a Master’s degree in Applied Linguistics from the University of Nottingham, and a Ph.D. in Educational Psychology from Washington State University. Dustin is from Spokane, Washington, and worked as an educator for more than 14 years in the U.S. and China with students ranging from preschoolers to doctoral students in a variety of areas- marine biology, English, Spanish, social studies (preK-12 levels), leadership, statistics, research methods, and classroom assessment (university-levels). Dustin serves on the Executive Board of the American Educational Research Association's Classroom Assessment Special Interest Group and is Co-Chair of the National Council on Measurement in Education Classroom Assessment Committee. Dustin speaks Chinese, English, and continues to learn Spanish at home with his wife Hong, and their two young kids, Euwen and Helena.

Recent Publications

Van Orman, D. S. J., Gotch, C. M. & Carbonneau, K. J. (2024). Preparing teacher candidates to assess for learning: A systematic review. Review of Educational Research, Online-first. http://dx.doi.org/10.3102/00346543241233015

Van Orman, D. S. J., Melton, J., Hanley, D., Castellano, K. E., Mikeska, J. N., Hanuscin, D., & Borda, E. (2024). Supporting elementary preservice teachers' content knowledge for teaching (CKT) about matter and its interactions. Journal of Research in Science Teaching, Early View, 1-29. https://doi.org/10.1002/tea.21994 

Van Orman, D. S. J., Jackson, J. A., Vo, T. T., & Taylor, D. D. (2024). Commentary: Perspectives of early career professionals on enhancing cultural responsiveness in educational measurement. Educational Measurement: Issues and Practice, 43(3), 27-32. https://doi.org/10.1111/emip.12628

Seo, S., Van Orman, D. S. J., Beattie, M. A., Paxson L. C., & Murray, J. A. (2024). Transforming orientations to learning through STEM interdisciplinary project-based learning. Education Sciences, 14(11), 1154. https://doi.org/10.3390/educsci14111154

Seo, S., Van Orman, D. S. J., Beattie, M. A., Paxson, L. C., & Murray, J. A. (2023). Breaking down the silos: Students’ experience of transformative learning through interdisciplinary project-based learning (IPBL). Journal of Hospitality & Tourism Education, 32, 100440. https://doi.org/10.1016/j.jhlste.2023.100440 

Van Orman, D. S. J.1, Wong, R. M.1, Carbonneau, K. J., & Adesope, O. O. (2022). Effects of concept maps and worked examples in learning skills in mathematics. School Science and Mathematics, 1-12. https://doi.org/10.1111/ssm.12524

Carbonneau, K. J., & Van Orman, D. S. J. (2022). Instrumentation as a threat to internal validity. SAGE Encyclopedia of Research Design, 2nd edition. (B. Frey, Ed.). SAGE.

Gotch, C. M., Carbonneau, K. J., & Van Orman D. S. J. (2021). Preparing preservice teachers for assessment of, for, and as learning. In S.L Nichols and D. Varier (Eds.) Theory to Practice: Educational Psychology for Teachers and Teaching (Vol. 1 Teaching on Assessment) (pp. 17-36). Information Age Publishing.

Van Orman, D. S. J., Ardasheva, Y., Carbonneau, K. J., & Firestone, J. B. (2021). Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms. Journal of Educational Research, 114:1, 74-88. https://doi.org/10.1080/00220671.2021.1881754 

Carbonneau, K.J., Van Orman, D. S. J., Lemberger-Truelove, M., & Atencio, A. (2020). Leveraging the power of observations: Locating the sources of error in observing early childhood classrooms. Early Education and Development. 31, 84-99. https://doi.org/10.1080/10409289.2019.1617572

Research Interests

Equitable, Student-Centered Teaching; Classroom Assessment; Educational Measurement; Program Evaluation; Mixed Methods Research