Douglas Wayne Huffman

School of Education - Curriculum & Teaching
Professor
Ph.D., Curriculum & Instruction - Science Education, University of Minnesota
Primary office:
785-864-9675
Joseph R. Pearson Hall
Room 347
University of Kansas
1122 West Campus Rd
Lawrence, KS 66045-3101


Summary

Douglas Huffman is a Professor of Science Education at the University of Kansas. Dr. Huffman joined the KU faculty in the fall of 2002 coming to the university from the University of Minnesota. He has a background in civil engineering, science education, and program evaluation. His primary area of research is assessment and evaluation in science education. He has served as principal or co-principal investigator on numerous National Science Foundation grants, including his most recent research grant, 'Linking Cognitive Science, Measurement Theory, and Evaluation in the Development of Scientific Reasoning.' He has also evaluated numerous National Science Foundation projects including the Collaborative for Excellence in Teacher Preparation (CETP), State Systemic Initiatives (SSI), and the Collaborative Evaluation Communities (CEC). Dr. Huffman has also served as an associate editor of the Journal of Research in Science Teaching, and has published his work in journals such as the American Journal of Evaluation, New Directions for Evaluation, and the Journal of Research in Science Teaching.

Dr. Huffman specializes in elementary science education with emphasis in assessment and evaluation.

Education

Ph.D., Curriculum & Instruction - Science Education, University of Minnesota

M.Ed., Teaching Science & Mathematics, Harvard University

B.S. with Distinction, Civil Engineering, Stanford University

Teaching

Courses:

C&T 349: Teaching Science in the Elementary School

Selected Publications

Thomas, K. & Huffman, D. (2016). Preservice elementary teacher dispositions and responsive pedagogical patterns in mathematics. In . Welch & . Areepattamannil (Eds.), Dispositions in Teacher Education: A Global Perspective. Netherlands: Sense Publishing.

Atwood-Blaine, D. & Huffman, D. (in press). Mobile Gaming and Student Interactions in a Science Center: The Future of Gaming in Science Education. International Journal of Science and Mathematics Education.

Welch, A. & Huffman, D. (2015). Student Attitudes Toward Scientists. In I. Saleh & M. Swe Khine (Eds.), Attitude research in science education, 2nd Edition. Charlotte, NC: Information Age Publishing.

Huffman, D. Ristvey, J. Tweed, A. & Palmer, E. (2015). Integrating nanoscience in the high school science classroom. Nanotechnology Reviews, 4(1), 81-102.

Huffman, D. (2015). Evaluation Report. MALDI-based Research Experience with Renewable Based Fuel Partners. Minneaolis, MN: Anoka-Ramsey Community College.

Welch, A. & Huffman, D. (2013). P-20 Robotics Competition: Building More than just Robots – Bulding 21st Century Skills. In J. Strobel (Ed.), Engineering in PreCollege Settings: Research into Practice. Sense Publishers.

Huffman, D. (2013). Evaluation Report. NanoTeach Report. Denver, CO: McRel.

Welch, A. & Huffman, D. (2012). Student Attitudes Toward Science. In I. Saleh & M. Swe Khine (Eds.), Attitude research in science education: Classic and contemporary measures. Charlotte, NC: Information Age Publishing.

Thomas, K. & Huffman, D. (2011). Navigating the challenges of helping teachers use data to inform educational decisions., 1(2), 94-102.

Welch, A. & Huffman, D. (2011). The effect of robotics competition on high school students' attitudes toward science., 111(8), 216-224.

Huffman, D. (2010). External Evaluation Report: NanoTeach Project. Mid-continent Research for Education and Learning Denver, CO.

Huffman, D. & Thomas, K. (2008). Collaborative inquiry and data-based making. In T. Kowalski & T. Lasley (Eds.), Handbook on data-based decision making in education. Mahwah, NJ: Lawrence Erlbaum.

Huffman, D. Thomas, K. & Lawrenz, F. (2008). A collaborative immersion approach to evaluation capacity building. American Journal of Evaluation, 29(3), 358-368.

Lawrenz, F. Huffman, D. & Thomas, K. (2008). Evaluation capacity building in schools: Administrator and teacher perspectives. Canadian Journal of Program Evaluation, 23(3).

Huffman, D. Thomas, K. Lundy, A. Lombardi, K. & Atwood, D. (2008). Reforming elementary science through collaborative evaluation communities. Council of Elementary Science International, 40(1), 12-22.

Huffman, D. Thomas, K. & Lawrenz, F. (2008). Science and mathematics instruction in a reform-based teacher preparation program. School Science and Mathematics, 108(4), 137-148.

Huffman, D. (2008). External evaluation report of the Center for High Energy Physics and Educational Outreach Project. Miami, FL: Florida International University.

Huffman, D. (2008). Interim Evaluation Report. Earth Science Workshop - Topeka Middle School Academy. Lawrence, KS: University of Kansas.

Lawrenz, F. Huffman, D. & Graves, A. (2007). Impact of the collaboratives for excellence in teacher preparation program. Journal of Research in Science Teaching, 44(9), 1348-1369.

Lawrenz, F. Huffman, D. & McGinnis, R. (2007). Multilevel evaluation process use in large-scale multisite evaluation. New Directions for Evaluation, 116, 75-85.

Huffman, D. & Thomas, K. (2007). Annual report - Collaborative education communities in urban schools. Washington, DC: National Science Foundation.

Huffman, D. (2007). External evaluation report of the Center for High Energy Physics and Educational Outreach Project. Miami, FL: Florida International University.

Huffman, D. (2007). Interim evaluation report: Life Science Workshop - Topeka Middle School Academy. Lawrence, KS: University of Kansas.

Lawrenz, F. Huffman, D. & Thomas, K. (2006). A synthesis of STEM education evaluation ideas. New Directions for Evaluation, 109, 105-108.

Huffman, D. Lawrenz, F. Thomas, K. & Clarkson, L. (2006). Collaborative evaluation communities in urban schools: A model of evaluation capacity building for STEM education. New Directions for Evaluation, 109, 73-85.

Lawrenz, F. & Huffman, D. (2006). Methodological pluralism: The gold standard of STEM evaluation. New Directions for Evaluation, 109, 19-34.

Huffman, D. (2006). Reforming pedagogy: In-service teacher education and instructional reform. Journal of Science Teacher Education, 17(2), 121-136.

Wood, N. Lawrenz, F. Huffman, D. & Schultz, M. (2006). Viewing the school environment through multiple lenses: in search of school-level variables tied to student achievement. Journal of Research in Science Teaching, 43(3), 237-254.

Huffman, D. & Thomas, K. (2006). Annual report. Collaborative evaluation communities in urban schools. Washington, DC: National Science Foundation.

Huffman, D. (2006). Interim Evaluation Report. Earth Science Workshop - Topeka Middle School Academy. Lawrence, KS: University of Kansas.

Huffman, D. & Lawrenz, F. (2005). Sustaining science education reform: A longitudinal study of a national science teacher enhancement and curriculum development project. In L. Barnes (Ed.), Contemporary teaching and teacher issues (pp. 39-62). Nova Science Publishers.

Lawrenz, F. Huffman, D. & Appeldoorn, K. (2005). Enhancing the instructional environment: Optimal learning in introductory science classes. Journal of College Science Teaching, 34(7), 40-44.

Jeon, K. Huffman, D. & Noh, T. (2005). The effects of thinking aloud pair problem solving on high school students' chemistry problem solving. The Journal of Chemical Education, 82(10), 1558-1565.

Lawrenz, F. Huffman, D. & Lavoie, B. (2005). Visionary instructional leadership: Implementing and sustaining standards based curricular reform. National Association of Secondary School Principals Bulletin, 89(643), 2-16.

Huffman, D. & Thomas, K. (2005). Annual report. Collaborative evaluation communities in urban schools. Washington, DC: National Science Foundation.

Huffman, D. (2005). Interim Evaluation Report. Physical Science Workshop - Topeka Middle School Academy. Lawrence, KS: University of Kansas.

Lawrenz, F. & Huffman, D. (2004). Using multi-site core evaluation to provide 'scientific' evidence. Canadian Journal of Program Evaluation, 19(2), 17-36.

Huffman, D. & Kalnin, J. (2003). Collaborative inquiry to make data-based decisions in schools. Teaching and Teacher Education, 19(6), 569-580.

Lawrenz, F. & Huffman, D. (2003). How can multisite evaluation be participatory? American Journal of Evaluation, 24(4), 471-482.

Lawrenz, F. Hong, Z. Lin, H. & Huffman, D. (2003). Interest in science: What is different for males and females. The Journal of the Council for Elementary Science International, 36(1), 21-28.

Doering, A. Hughes, J. & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education, 35(3), 342-361.

Huffman, D. Thomas, K. & Lawrenz, F. (2003). Relationship between professional development, teachers' instructional practices, and the achievement of students in science and mathematics. School Science and Mathematics, 103(8), 378-387.

Lawrenz, F. Huffman, D. & Robey, J. (2003). Relationships among student, teacher and observer perceptions of science classrooms and student achievement. International Journal of Science Education, 25(3), 409-420.

Huffman, D. & Lawrenz, F. (2003). The impact of a state systemic initiative on U.S. science teachers and students. International Journal of Science and Mathematics Education, 1(3), 357-377.

Huffman, D. Goldberg, F. & Michlin, M. (2003). Using computers to create constructivist learning environments: Impact on pedagogy and student achievement. Journal of Computers in Mathematics and Science Teaching, 22(2), 153-170.

Huffman, D. & Lawrenz, F. (2003). Vision of science education as a catalyst for reform. The Journal of the Council for Elementary Science International, 36(2), 14-22.

Lawrenz, F. Schultz, M. Gehlsen, L. & Huffman, D. (2003). State systemic initiatives impact study: Empirical report. Washington, DC: National Science Foundation.

Huffman, D. & Schultz, J. (2003). The effect of scaffolded reading experiences on high school biology students' understanding. Minneapolis, MN: Seward Learning Systems.

Huffman, D. (2002). Evaluating science inquiry: A mixed-method approach. In J. Altschuld & D. Kumar (Eds.), Evaluation of science and technology education at the dawn of a new millennium. New York, NY: Kluwer.

Huffman, D. Lawrenz, F. & Mugge, D. (2002). Designing and conducting experiments in science: Comparing hand-on and written assessments. The Journal of the Council for Elementary Science International, 35(1), 18-26.

Lawrenz, F. & Huffman, D. (2002). The archipelago approach to mixed method evaluation. American Journal of Evaluation, 23(3), 331-338.

Lawrenz, F. & Huffman, D. (2002). Science education reform: The impact of teacher enhancement and curriculum implementation on student performance, 1995-2001. College of Education and Human Development, University of Minnesota.

Lawrenz, F. Huffman, D. & Michlin, M. (2002). Collaborative for excellence in teacher preparation: Field test report. Washington, DC: National Science Foundation.

Lawrenz, F. & Huffman, D. (2002). State systemic initiatives impact study. Washington, DC: National Science Foundation.

Huffman, D. Sinclair, M. & Lawrenz, F. (2001). The impact of the science learning environment on middle school students with disabilities. The Journal of the Council for Elementary Science International, 34(2), 10-16.

Lawrenz, F. Huffman, D. & Welch, W. (2001). The science achievement of various subgroups on alternate assessment. Science Education, 85(3), 279-290.

Huffman, D. (2001). TIMSS and relationships between instruction and achievement in Minnesota science and mathematics classes. Proceedings of the National Science Council (Part D): Mathematics, Science and Technology Education, 11(3), 103-113.

Lawrenz, F. Huffman, D. & Lavoie, B. (2001). Evaluating the long-term effects of teacher enhancement. Washington, DC: National Science Foundation.

Huffman, D. & Michlin, M. (2001). Using computers to construct physics understanding: The impact of CPU on high school physics. Washington, DC: National Science Foundation.

Lawrenz, F. Huffman, D. & Welch, W. (2000). Policy considerations based on a cost analysis of alternative test formats in large scale science assessments. Journal of Research in Science Teaching, 37(6), 615-626.

Lawrenz, F. & Huffman, D. (2000). Evaluating the long-term effects of teacher enhancement: 9th and 12th grade comparisons. Washington, DC: National Science Foundation.

Huffman, D. & Lawrenz, F. (1999). Achieving the science standards: A national study of inquiry-based instruction in high school science (D. Huffman). Research Practice , 17-24. University of Minnesota: Center for Applied Research & Educational Improvement.

Huffman, D. Lawrenz, L. & Palmer, L. (1999). TIMSS and Relationships Between Instruction and Achievement in Minnesota Science and Mathematics Classes. (D. Wayne Huffman). Research Practice , 2-6. University of Minnesota: Center for Applied Research & Educational Improvement, University of Minnesota.

Huffman, D. (Ed.). (1999). Research practice: Standards-based education in Minnesota.

Finnerty, K. Ingram, D. & Huffman, D. (1999). Finding a common language for museum process. The Journal of Museum Education, 23(2), 3-5.

Lawrenz, F. & Huffman, D. (1999). Evaluating the long-term effects of teacher enhancement. Arlington, VA: National Science Foundation.

Lawrenz, F. Huffman, D. & Palmer, E. (1999). Supporting standards-based teaching and learning in mathematics and science: Lessons from the Minnesota TIMSS data. St. Paul, MN: Minnesota Department of Children, Families and Learning.

Huffman, D. (1999). Using computers to construct physics understanding: Motion and force workshops. San Diego, CA: San Diego State University.

Huffman, D. (Ed.). (1999). Research practice: Standards-based education in Minnesota.

Welch, W. Lawrenz, F. & Huffman, D. (1998). The precision of data obtained in large scale science assessments: An investigation of bootstrapping and half-sample replication methods. Journal of Research in Science Teaching, 35(6), 697-704.

Lawrenz, F. & Huffman, D. (1998). Minnesota TIMSS report: 12th grade mathematics and science. St. Paul, MN: Minnesota Department of Children, Families and Learning.

Lawrenz, F. & Huffman, D. (1998). Minnesota TIMSS report: 3rd & 4th grade mathematics and science. St. Paul, MN: Minnesota Department of Children, Families and Learning.

Huffman, D. (1998). Using computers to construct physics understanding: Evaluation of current electricity workshops. San Diego, CA: San Diego State University Foundation.

Aldridge, B. Lawrenz, F. & Huffman, D. (1997). Scope, sequence & coordination: tracking the success of an innovative reform project. The Science Teacher, 64(1), 21-25.

Huffman, D. (1997). The effect of explicit problem solving instruction on high school students' problem solving performance and conceptual understanding of physics. Journal of Research in Science Teaching, 34(6), 551-570.

Huffman, D. Lawrenz, F. & Minger, M. (1997). Within-class analysis of ninth-grade science students' perceptions of the learning environment. Journal of Research in Science Teaching, 34(8), 791-804.

Lawrenz, F. & Huffman, D. (1997). Evaluation of elementary science kit centers. Minneapolis, MN: Minneapolis Public Schools.

Huffman, D. & Ingram, D. (1997). Evaluation of the exhibit development learning model: Science museum magnet school. St. Paul, MN: Saint Paul Public Schools.

Lawrenz, F. Huffman, D. & Palmer, E. (1997). Minnesota TIMSS report: 7th & 8th grade mathematics and science. St. Paul, MN: Minnesota Department of Children, Families and Learning.

Lawrenz, F. & Huffman, D. (1997). Scope, sequence & coordination: 10th grade science. Evaluation report. Arlington, VA: National Science Teacher's Association.

Lawrenz, F. & Huffman, D. (1997). Scope, sequence & coordination: 9th & 10th grade science. Supplemental evaluation report. Arlington, VA: National Science Teacher's Association.

Lawrenz, F. & Huffman, D. (1996). Considerations in structural modeling research. Journal of Research in Science Teaching, 33(3), 339-341.

Lawrenz, F. & Huffman, D. (1996). Scope, sequence & coordination: 9th grade science. Evaluation report. Arlington, VA: National Science Teacher's Association.

Huffman, D. (1996). Teaching apprenticeship program for physics graduate students: final evaluation report. Department of Physics and Astronomy, University of Minnesota.

Heller, P. & Huffman, D. (1995). Interpreting the force concept inventory. The Physics Teacher, 33(8), 503-511.

Huffman, D. & Heller, P. (1995). What does the force concept inventory actually measure? The Physics Teacher, 33(3), 138-143.

Huffman, D. (1995). Field involvement: Research by science teachers II. Pigeon Lake Institute evaluation report. Madison, WI: Wisconsin Academy of Sciences, Arts and Letters.

Huffman, D. (1995). Field involvement: Research by science teachers II. Retrospective evaluation report. Madison, WI: Wisconsin Academy of Sciences, Arts and Letters.

Huffman, D. (1992). Evaluation of the research exploration for elementary teachers in the sciences and social sciences. U.S. Department of Education grant report. Minneapolis, MN: University of Minnesota.

Huffman, D. (1992). Evaluation of the research exploration for secondary teachers in the sciences and social sciences. NSF grand report. Minneapolis, MN: University of Minnesota.

Huffman, D. (1991). Evaluation of the Management Improvement Fund. St. Paul, MN: The Saint Paul Foundation.

Huffman, D. (1991). Evaluation report, Joseph C. Duke Employees' Assistance Fund. St. Paul, MN: The Saint Paul Foundation.

Huffman, D. (1991). Prepare Saint Paul, Workforce Readiness Program, Interim evaluation report. St. Paul, MN: The Saint Paul Foundation.

Huffman, D. (1990). CYDLINE review: Substance use by youth with disabilities and chronic illnesses.(2) Minneapolis, MN: National Center for Youth with Disabilities.

Huffman, D. (1989). CYDLINE review: Promoting decision-making skills by youth with disabilities - health, education and vocational choices. Minneapolis, MN: National Center for Youth with Disabilities.

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