Amanda Siebert-Evenstone received a BS in Biology, Psychology, and Women’s Students with a certificate in Leadership from the University of Wisconsin – Madison. Following her undergraduate studies, Amanda was an advocate for gender and women’s issues, organizer of a statewide vote campaign, mentor for student leaders, the commissioner of an LGBTQ nonprofit, and trainer on issues of power and privilege. Amanda’s passion for making a difference led her back to school to received a Master’s in Environment and Resources at the University of Wisconsin – Madison studying habit change and the role of identity in environmentally responsible behaviors. In past positions, Amanda has taught interactive classes on environmental science, introductory biology, gender normativity, non-profit leadership development, shared governance, grassroots organizing, prejudice and discrimination, and grant writing.
Amanda is currently a PhD student and Lecturer in the Department of Educational Psychology at the University of Wisconsin focusing on Learning Sciences. Amanda’s graduate adviser is Professor David Williamson Shaffer whose Epistemic Games Group develops virtual internships, assessment tools, and other innovative learning technologies. Amanda has worked on projects investigating the role of group work in computer-supported learning environments, modeling and scripting for group discussions, and temporal segmentation methods in discourse analysis. Her dissertation research will explore the role of place in online education and identify ways to measure ecological systems thinking.
BS: Biology, Psychology, and Women’s Studies, University of Wisconsin, Madison, WI
MS: Environment and Resources, University of Wisconsin, Madison, WI
Siebert-Evenstone, A., Scopinich, K., & Klein, J. (2016). How should place inform the design of online environmental education? Poster accepted for the North American Association of Environmental Education conference, Madison, WI.
Siebert-Evenstone, A.L., Arastoopour, G., & Shaffer, D.W. (2016). The effects of local versus non-local place-based learning in virtual environmental education. Poster accepted for the Learning Sciences Graduate Student Conference, Chicago, IL.
Siebert-Evenstone, A.L., Arastoopour, G., Collier, W., Swiecki, Z, Ruis, A.R., & Shaffer, D.W. (2016). In search of conversational grain size: Modeling semantic structure using moving stanza windows. In C.K. Looi, J.L. Polman, U. Cress, & P. Reimann (Eds.) Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 631-638), Singapore: International Society of the Learning Sciences.
*Nominated for Best Student Paper
Quardokus Fisher, K. Hirshfield, L., Siebert-Evenstone, A., Arastoopour, G., & Koretsky, M. (2016). Network analysis of interactions between students and an instructor during design meetings. Paper presented at the American Society for Engineering Education, New Orleans, LA.
Evenstone, A.L., & Puntambekar, S. (2015). Internalization of physics concepts and relationships based on teacher modeling of collaborative prompts. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Volume 2, pp. 562-565). Gothenburg, Sweden: The International Society of the Learning Sciences.
Rau, M.A., & Evenstone, A.L. (2014). Multi-Methods Approach for Domain-Specific Grounding: An ITS for Connection Making in Chemistry. In S. Trausan-Matu et al. (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems, (pp. 426-435). Switzerland: Springer International Publishing.
Gnesdilow, D., Evenstone, A., Rutledge, J., Sullivan, S.A., & Puntambekar, S. (2013, June). Group work in the science classroom: How gender composition may affect individual performance. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings (Volume 2, pp. 34-37). Madison, WI: International Society of the Learning Sciences.