- Assistant Professor
- Learning Foundations
- Email: firstname.lastname@example.org
Dr. M. Shane Tutwiler is an Assistant Professor of Educational Foundations at the University of Rhode Island, where he is responsible for teaching educational foundations courses to undergraduates as well as quantitative research methodology courses to graduate students. Shane’s primary research interests include the use of virtual environments to support and assess science learning, as well as the application of latent and longitudinal statistical techniques to model changes in student learning and attitude.
Modeling growth in student learning and attitudes
Modeling change in student behavior in educational virtual environments
Application of Bayesian methodologies to educational research
Ed.D., Human Development & Education, Harvard Graduate School of Education
Ed.M., Technology, Innovation, & Education, Harvard Graduate School of Education
B.S.Ed., Science Education, Temple University
Chao, J., Xie, C., Nourian, S., Chen, G., Bailey, S., Goldstein, M., Purzer,S., Adams, R.S.,
Tutwiler, M.S. (2017). Bridging the Design-Science Gap with Tools: Science Learning
and Design Behaviors in a Simulated Engineering Design Environment. Journal of
Science Education & Technology. doi:10.1002/tea.21398.
Chen, J.A., Tutwiler, M.S., (2017) Implicit Theories of Ability and Self-Efficacy: Testing
Alternative Social Cognitive Models to Science Motivation. Zeitschrift für Psychologie.
Grotzer, T.A., Solis, S.L., Tutwiler, M.S., & Powell, M.M. (2017). A study of students’
reasoning about probabilistic causality: Implications for understanding complex systems
and designing instructional support. Instructional Science. 45(1):25-52.
Chen, J. A., Tutwiler, M.S., Metcalf, S.J., Kamarainen, A., Grotzer, T.A., & Dede, C.J. (2016). A
multi-user virtual environment to support students’ self-efficacy and interest in science:
A Latent Growth Model Analysis. Learning and Instruction. 41:11-22.
Chen, J. A., Metcalf, S. J., & Tutwiler, M. S. (2014). Motivation and beliefs about the nature of
scientific knowledge within an immersive virtual ecosystems environment.
Contemporary Educational Psychology, 39, 112-123.
Grotzer, T.A., & Tutwiler, M.S. (2014) Simplifying Causal Complexity: How Interactions
Between Modes of Causal Induction and Information Availability Lead to Heuristic-
Driven Reasoning. Mind, Brain, and Education. 8(3):97-114.