Cassie

Cassie Scharber

Associate Professor

Dr. Cassie Scharber the Director of the L+T Collaborative, and the Assistant Dean of Professional and Online Education in the College of Education and Human Development. Her research interests span the fields of learning sciences and literacy including areas of technology integration; computer science education; (critical) digital literacies; and online teaching and learning. She is committed to community-engaged projects and scholarship. With her LTC colleagues, she engages in long-term research-practice partnerships with K-12 schools in Minnesota. Cassie is also a recipient of the Bonnie Westby Huebner Chair in Education and Technology.


Overview

Education Background

  • PhD, University of Minnesota, 2009
  • MA, University of Minnesota, 2004
  • BA, University of Wisconsin - Eau Claire, 1997

Awards (selected)

Graduate and Professional Student Association (GAPSA) Outstanding Advising and Mentoring Award  2015

Programs & Courses
  • CI 5330 - Computer Science Education for K12 Contexts
  • CI 5331 - Introduction to Learning Technologies
  • CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
  • CI 8350 - Readings and Research in Learning Technologies
  • CI 8391 - Learning Technologies Seminar
Talks

Grant-Funded Projects (recent)

SciGirls Code: A national connected learning model to integrate computing in STEM learning for middle school girls (2015-2019) (National Science Foundation #1543209) (Co-PI)

Bright Stars: Technology-mediated settings for urban youth as pathways for engaged learning (2015-2019) (William T. Grant Foundation #183038) (PI)

Publications

Publications (selected)

Scharber, C., Chang, Y., Peterson, L., Barksdale, S., & Sivaraj, R. (accepted). Possibilities in K-12 computer science education: Computing as critical literacy. Pedagogies: An International Journal.

Peterson, L., Scharber, C., Barksdale, S., & Wilson-Vazquez, A., Cozzolino, T.  (accepted). Code savvy educators: A professional development model for inservice educators. In Mouza, Yadav, & Leftwich (Eds.), Preparing teachers to teach computer science: Models, practices, and policies. Charlotte, NC: Information Age Publishing.

Stewart, O., Scharber, C., Crampton, A., & Share, J. (accepted). Critical media production. In Pandya, J. Z., Mora, R. A., Alford, J., Golden, N. A., & deRoock, R. S. (Eds.). The handbook of critical literacies. New York, NY: Routledge.

Peterson, L., Scharber, C., Thuesen, A., & Baskin, K. (2020, June). A rapid response to COVID-19: One district’s pivot from technology integration to distance learning. Information and Learning Sciences. 121(5/6), 461-469.

Crampton, A., Scharber, C., Lewis, C., & Majors, Y. (March/April, 2018). Meaningful and expansive: Literacy learning through technology-mediated productions. Journal of Adolescent & Adult Literacy, 61(5), 573-576.

Scharber, C., Pazurek, A., & Ouyang, F.(2017). Illuminating the (in)visibility of female scholars in educational technology publishing from 2004-2015. Gender and Education. doi: 10.1080/09540253.2017.1290219

Contact

Email: scharber@umn.edu 

Twitter: cscharber