Brenda Capobianco

• Ed.D. — Science Education, Teacher Education and School Improvment, University of Massachusetts Amherst (2002)
• M.S. — General Science, Central Connecticut State University (1993)
• B.S. — Biological Sciences, minor in Chemistry, University of Alaska Fairbanks (1986)

• 2016 – present
  Professor, Science Education and Engineering Education (Courtesy),
  Purdue University, West Lafayette, IN
• 2002 – present
  Affiliated Faculty, Women’s Studies,
  Purdue University, West Lafayette, IN
• 2008 – 2016
  Associate Professor, Science Education and Engineering Education (Courtesy),
  Purdue University, West Lafayette, IN
• 2002 – 2008
  Assistant Professor in Science Education,
  Purdue University, West Lafayette, IN
• 1998 – 2002
  Graduate Research Assistant, Teaching Assistant, and University Supervisor,
  University of Massachusetts, Amherst, MA
• 1995 – 1998
  Adjunct Instructor, Depatment of Physical Sciences,
  Central Connecticut State University, New Britain, Connecticut
• 1989 – 1998
  Science Teacher,
  Irving A. Robbins Middle School, Farmington, Connecticut

• U.S. Fulbright Scholar Award, National University of Ireland Galway, 2021-2022
• Dean’s Award for Outstanding Faculty Scholarship, Department of Curriculum and Instruction, Purdue University, 2021
• Distinguished Award for Innovative College Science Teaching, Hoosier Science Teachers Association, 2020
• Leading Light Award for Outstanding Educator in Science, Technology or Engineering, The Women and Hi Tech of Central Indiana (2014)
• Inaugural Christian J. Foster Award for Contributions to K-12 STEM Education in the State of Indiana, Board of Trustees of Purdue University (2014)
• Seed for Success Award, Purdue University (2012, 2011, 2010, 2009)
• Best Paper Award from Graduate Studies Division at the American Society for Engineering Education (2011)
• University Faculty Scholar Award, Purdue University, College of Education, (2010-2015)
• Outstanding Faculty Teaching Award, Department of Curriculum and Instruction, Purdue University (2003-2004)

Board of Directors

• Association for Science Teacher Education

Associate Editor

• Journal of Science Teacher Education

• Capobianco, B., Radloff, J., & Clingerman, J. (2021). Facilitating preservice elementary science teachers’ shift from learner to teacher of engineering design-based science teaching. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10193-y
• Capobianco, B., & Radloff, J. (2021). Elementary preservice teachers’ trajectories in learning to teach science ambitiously through engineering design. Research in Science Education. https://doi.org/10.1007/s11165-021-10020-y
• Radhakrishnan, D., Capobianco, B., & DeBoer, J. (2021). Kenyan engineering teachers building reflective practice. Reflective Practice: International and Multidisciplinary Perspectives (22)5, pp. 697-711. https://doi.org/10.1080/14623943.2021.1961126
• Capobianco, B., Radloff, J., & Lehman, J. (2020). Elementary science teachers’ sense-making with learning to implement engineering design and its impact on students’ science achievement. Journal of Science Teacher Education, 32 (1), 39-61. https://doi.org/10.1080/1046560X.2020.1789267
• Capobianco, B.M., Eichinger, D., Rebello, S., Ryu, M., & Radloff, J. (2019). Fostering innovation through collaborative action research on the creation of shared instructional products by university science instructors. Education Action Research. https://doi.org/10.1080/09650792.2019.1645031
• Radloff, J. D., & Capobianco, B. M. (2019). Investigating elementary teachers’ tensions and mitigating strategies related to integrating engineering design-based science instruction. Research in Science Education. https://doi.org/10.1007/s11165-019-9844-x
• Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction. Science Education, 102(2), 342-376.
• Capobianco, B., Deemer, E., & Lin, C. (2017). Analyzing predictors of children’s formative engineering identity development. International Journal of Engineering Education, 33(1)A, 44-54.
• Capobianco, B.M., & Riordain, M. N. (2015). Navigating layers of teacher uncertainty among pre-service science and mathematics teachers engaged in action research. Educational Action Research, 23(4),581-598.
• Capobianco, B. M., Yu, H., & French, B. (2015). Effects of engineering design-based science on elementary school science students’ engineering identity development across gender and grade. Research in Science Education, 45(2), 275-292.
• Capobianco, B. M., & Mena, I. (2013). A longitudinal examination of children’s conceptions of an engineer. International Journal of Engineering Education, 29(2), 415-425.
• Capobianco, B. M., French, B., & Diefes-Dux, H. (2012). Engineering identity development among pre-adolescent learners. Journal of Engineering Education, 101(4), 1-22.
• Capobianco, B. M., Diefes-Dux, H., Mena, I., & Weller, J. (2011). What is an Engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304-328.
• Capobianco, B. M., & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21(8), 909-915.
• Capobianco, B. M. (2007). Science teachers’ attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1), 1-32.