Dustin Van Orman, PhD

he/him, STEM Education Research Associate

Office

Location

SL 250C

Contact

Email

vanormd2@wwu.edu

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 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 is the Chair of the American Educational Research Association's Classroom Assessment Special Interest Group and is the Past Co-Chair of the National Council on Measurement in Education Classroom Assessment Committee.

Educational & Professional Experience

Ph.D. Educational Psychology, May 2022    
Washington State University, Pullman, WA, U.S.A.

M.A. Applied Linguistics, 2014
University of Nottingham, Ningbo, ZJ, P.R.C.

B.A. Sociology, 2010
B.A. European Studies: Linguistics and Spanish, 2010
Seattle Pacific University, Seattle, WA, U.S.A.

Recent Publications

Van Orman, D. S. J., Gotch, C. M., & Carbonneau, K. J. (2025). Preparing teacher candidates to assess for learning: A systematic review. Review of Educational Research, 95(3), 427-463. https://doi.org/10.3102/00346543241233015

McNeill, B. W., Trinidad Blanco, K. T., Martinez Alpizar, D., & Van Orman, D. S. J. (2025). ¡sí se puede! Cultural factors as predictors of resilience and well-being among Mexican farmworkers. Journal of Latinx Psychology, Advance online publication. https://doi.org/10.1037/lat0000291

Van Orman, D. S. J., Melton, J., Hanley, D., Castellano, K. E., Mikeska, J. N., Hanuscin, D., & Borda, E. (2025). Supporting elementary preservice teachers' content knowledge for teaching (CKT) about matter and its interactions. Journal of Research in Science Teaching, 62(4), 1103-1131. 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