Dr. Kristin Gagnier

SLI Title

Director of Dissemination, Translation, and Education, Science of Learning Institute and Visiting Assistant Professor at the School of Education

Bio

Dr. Kristin Gagnier is the Director of Dissemination, Translation, and Education at the Science of Learning Institute and a visiting Assistant Professor at the School of Education at Johns Hopkins University. Kristin's research spans the disciplines of the science of learning, cognitive science, educational psychology, and translational science.  Her work has two broad areas of focus:  to understand the cognitive mechanisms that support learning and to translate science of learning research into formal and informal learning practices.  In her first line of work, she has sought to understand basic cognitive processes underlying learning, such as attention and memory.  In her second line of work, she partners with community organizations to identify learning needs, develop research-informed interventions to meet these needs, and evaluate the impact of the intervention on learning. 

Kristin was a former postdoctoral research fellow at the Spatial Intelligence Learning Center at Temple University where she worked with Drs. Nora Newcombe and Tim Shipley.  Kristin received her Ph.D. in Cognitive Psychology from the University of Delaware under the mentorship of Dr. Helene Intraub.  Prior to graduate school, she worked with Drs. Jeremy Wolfe and Todd Horowitz at Visual Attention Laboratory at Harvard Medical School.  She has a bachelor of science in Psychology and Evolutionary Biology from the University of Arizona where she worked with Dr. Mary Peterson.

Current Research Projects

My research spans the disciplines of the science of learning, cognitive science, educational psychology, and translational science.  My work has two broad areas of focus:  to understand the cognitive mechanisms that support learning and to translate science of learning research into formal and informal learning practices.  In my first line of work, I have sought to understand basic cognitive processes underlying learning, such as attention and memory.  In my second line of work, I partner with community organizations to identify learning needs, develop research-informed interventions to meet these needs, and evaluate the impact of the intervention on learning.  Some of my recent projects include:

Spatially-Enhancing the Science Curriculum and Teacher Professional Development Supports (Partner: Prince George’s County Public School District, Curriculum Development). This project brings research on the science of spatial thinking to the K-12 science classroom.  The goal of this partnership is to advance evidence-based STEM educational student and teacher practices through new curriculum and professional development. The project has three specific aims: (1) to develop an evidence-informed, spatially-enhanced science curriculum for 3rd-grade students, (2) to develop spatial thinking teacher professional training modules to build spatial thinking knowledge and skills, and (3) to evaluate the impact of the spatially-enhanced curriculum and spatial thinking professional development modules on students’ spatial skills, academic achievement, and interest in STEM.

The Science of Teaching and School Leadership (Partner:  Center for Transformative Teaching and Learning, St. Andrew’s Episcopal School).  Understanding how people learn has the potential to inform educational practice.  However, research on learning is often not communicated to educators or translated to educational practice.  This project seeks to develop and evaluate a novel teacher professional development training program called the Science of Teaching and School Leadership Academy.  The aims of the Academy are to help educators and school leaders: (1) develop knowledge about Mind, Brain, and Education science, (2) identify ways in which MBE research may or may not inform educational practice, and (3) develop action research projects to implement MBE-informed strategies in classrooms and evaluate their effectiveness.

Road to Reading Translational Science Project (Partners: Children’s Museum of Manhattan, Port Discovery, B’More for Healthy Babies, and Enoch Pratt Library).  This project brings research on the science of language and literacy development to informal learning contexts through the development of science-informed exhibits for caregivers of children ages 0-5.  This project a) examines caregivers’ knowledge, beliefs, attitudes, and behaviors around language and literacy development, b) uses these findings to develop targeted exhibit pieces to meet the learning needs of these caregivers and c) evaluates the impact of the exhibits on caregivers’ knowledge, attitudes, and behaviors.

Establishing a Casual Mechanism for the Role of Sketching in Problem Solving in Science (Partner:  Temple University and the University of Illinois Chicago).   A growing body of research has shown that sketching can improve problem-solving in Science, Technology, Engineering and Mathematics (STEM), yet a causal mechanism for why sketching supports STEM problem solving is all but absent. This project will test three hypotheses for why sketching improves spatial problem-solving.

Exploring the Socio-emotional Benefits of Arts Education (Evaluation Project with the William Penn Foundation). This project explores the differential impact of skills-focused versus exposure-focused after-school arts education programs on children’s socio-emotional skills.

Child Development Through Safe Play and Song-based Learning in Peru (Partners:  Bloomberg School of Public Health, Johns Hopkins University).  This project brings together experts from international health, environmental engineering, cognitive science, developmental science, and music education to develop an early learning intervention that incorporates stimulating toys and a “playbook” to help caregivers in Lima Peru engage in guided play and singing with children in a safe play space free from environmental pathogens. The toys will have easy-to-disinfect surfaces to reduce pathogen exposure, and the playbook will include guidance on hygienic measures.

Playing with Space Translational Science Project (Partners:  Port Discovery Children’s Museum and Baltimore City Head Start).  This project brings together cognitive and developmental scientists with museum educators to develop a sustainable model and resources for helping head start teachers in Baltimore city develop children’s a set of cognitive skills, spatial thinking skills, that are critical for success in math and science and an often overlooked component of kindergarten readiness.         

Funding

Project Director, A Formative Evaluation of an On-line Professional Development Platform to Promote Teachers' use of Research-informed Practices.  Funder: Chan-Zuckerberg Foundation.  PI:  The Center for Transformative Teaching and Learning, 2019 – 2020.  Total Award: $45,694.50.

Co-Principal Investigator, Improving Early Child Development Through the Integration of Safe Play and Song-based Learning in Villa El Salvador, Peru: A Program Development Project.  Funder: Johns Hopkins University Discovery Award, 2018 – 2019. Total award: $97,295. 

Co-Investigator, Child Development Through Safe Play and Song-based Learning: Exploring Early Learning Contexts in Villa El Salvador, Peru. Funder:  2018-2019. The Alliance for a Healthier World, 2018-2019.  Total Award: $23,825.

Co-Principal Investigator, Developing a Spatially-enhanced Elementary Curriculum and Teacher Training Series to Improve Science Achievement.  Funder: Institute of Education Sciences, 2017-2021.  Total Award: $1,398,481.

JHU Co-Project Director, Formative Program Evaluation of the Science of Teaching & School Leadership Academy. Funder:  E.E. Ford Foundation, (PI:  The Center for Transformative Teaching and Learning), 2017-2020. Total Award: $114,234.

JHU Co-Project Director, The Science of Learning: Exploring Goals, Methods, and Educational Practice (Teacher Professional Development Workshop).  Funder: E.E. Ford Foundation, (PI:  The Center for Transformative Teaching and Learning), 2017-2019.  Total Award: $38,316.

Co-Principal Investigator. Playing with Space: An Early Childhood Teacher Training Workshop to Enhance Spatial Thinking for Future STEM Success. (Co-PI: Port Discovery). Funder: Annie E. Casey Foundation, 2018- 2019. Total Award: $10,000.

JHU Project Director, Developing Science-informed Content for the“All the Way to K” Early Language and Literacy Program.  Funder: W.K. Kellogg Foundation, (PI: Children’s Museum of Manhattan), 2017-2018. Total Award: $25,000.

Consultant, Bilingualism.  Funder: Nanyang Technological University (PI:  Barbara Landau). 2016 – 2018. Total Award:  $333,843.

Principal Investigator, Inter-Science of Learning Centers Conference.  Funder: National Science Foundation Grant, (Co-PI: Nora Newcombe), 2013-2015.  Total Award: $114,962.

University of Delaware Dissertation Fellowship, 2009-2010.

University of Delaware, Department of Psychology Research Fellowship, 2005-2006.

Publications

Intraub, H., & Gagnier, K. M.(2018). Expanding Space: Does Imagination affect Boundary Extension for Visual Scenes? In T. L. Hubbard (Ed.). Spatial Biases in Perception and Cognition. Cambridge, UK: Cambridge University Press.

Davatzes. A., Gagnier. K.M., Resnick, I., & Shipley, T. F. A Cycle of Prediction, Comparison, and Feedback Supports Spatial Learning in Geoscience.  (2018).  EoS, Earth, Space, and Science News.

Holochwost, S. J., Wolf, D. P., Fisher, K. R., O’Grady, K., & Gagnier, K. M. (2018). The Arts and Socioemotional Development: Evaluating a New Mandate for Arts Education. In Arts Evaluation and Assessment (pp. 147-180). Palgrave Macmillan, Cham.

Gagnier, K. M., Atit, K., Ormand, C. J., & Shipley, T. F. (2017).  Comprehending diagrams:  Sketching to support spatial reasoning. Topics in Cognitive Science, 1-19.  DOI: 10.1111/tops.12233

Ormand, C. J., Shipley, T. F., Tikoff, B., Dutrow, B., Goodwin, L., Hickson, T. A., Atit, K., Gagnier, K. M., & Resnick, I. (2017). The spatial thinking workbook: A research-validated spatial skills curriculum for geology majors. Journal of Geoscience Education: Synthesizing Results and Defining Future Directions of Geoscience Education Research, 65(4), 423-434. 

Gagnier, K.M., & Shipley, T. F. (2016). Visual completion from 2D cross-sections:  Implications for visual theory and STEM education and practice.  Cognitive Research: Principles and Implications, 1(1), 1-18.  DOI: 10.1186/s41235-016-0010-y

Gagnier, K.M., Atit, K. & Shipley, T.F. (2016).  Understanding and Improving Reasoning of Spatial Representations:  Implications for Education.  In David J. Cowen (Ed.), STEM and GIS in Higher Education.  ESRI Press.

Gagnier, K.M.,Shipley, T., F., Tikoff, B., Ormand, C.J., Atit, K., Resnick, I., & Garnier, B. (2016). Training spatial skills in geosciences: A review of tools and tests.  AAPG Memoir: 3-D Structural Interpretation: Earth, Mind, and Machine, 111, 7-23.  DOI: 10.1306/13561983M1113668

Intraub, H., Morelli, F., & Gagnier, K. M. (2015).  Visual, haptic and bimodal scene perception: Evidence for a unitary representation.  Cognition, 138, 132-147.

Atit, K. Gagnier, K.M., & Shipley, T.F.  (2015).  Student gestures aid penetrative thinking.  Journal of Geoscience Education, 63(1), 66-72.  DOI: http://dx.doi.org/10.5408/14-008.1

Gagnier, K., M., Dickinson, C. A., & Intraub, H. (2013).  Fixating picture boundaries does not eliminate boundary extension: Implications for scene representation. Quarterly Journal of Experimental Psychology. DOI: 10.1080/17470218.2013.775595

Gagnier, K., & Shipley, T. F. (2013). Completion in the wild:  Perception of 3D forms from cross-sections. Proceedings of the 35th Annual Meeting of the Cognitive Science Society. Berlin, Germany: Cognitive Science Society.

Gagnier,K., M & Intraub, H. (2012).  When less is more:  Line-drawings lead to greater boundary extension than color photographs.  Visual Cognition, 20, 815-824.  DOI: 10.1080/13506285.2012.703705

Gagnier, K., M., Intraub, H., Oliva, A. & Wolfe, J.M (2011).  Why does vantage point affect boundary extension? Visual Cognition, 19, 234-257.  DOI: 10.1080/13506285.2010.520680

Wolfe, J. M., Horowitz, T. S., Palmer, E. M., Michod, K. O., & VanWert, M. J. (2010). Getting in to guided search. In V. Coltheart (Ed.), Tutorials in Visual Cognition. (pp. 93-120). Hove, Sussex: Psychology Press. 

Michod, K.O., & Intraub H. (2009). Boundary Extension. Scholarpedia, 4(2):3324.

Wolfe, J.M., Horowitz, T.S., & Michod,K.O. (2007). Is visual attention required for robust picture memory? Vision Research, 47, 955-964.  DOI: 10.1016/j.visres.2006.11.025

Michod, K.O., & Intraub H. (2007). Conceptual masking: Is concept the key or does layout play a role? In Castelhano, M., Franconeri, S., Curby, K., & Shomstein, S. Object Perception, Attention, and Memory 2007 Conference Report 15th Annual Meeting, Long Beach, California, USA. Visual Cognition, 16, 120-123. 

Technical Reports

Gagnier, K. M., Holochwost, S. J., Unlutabak., Burcu., & Fisher, K. R. (2019).  Summative Evaluation of the Science of Teaching and School Leadership Academy Year 3.  Technical Report produced by the Science of Learning Institute for the Center for Transformative Teaching and Learning. 

Gagnier, K. M., Holochwost, S. J., & Fisher, K. R. (2018).  Formative Evaluation of the Science of Teaching and School Leadership Academy Year 2. Technical Report produced by the Science of Learning Institute for the Center for Transformative Teaching and Learning. 

Gagnier, K., Fisher, K., & Holochwost, S. (2018). Informing the development of “All the Way to K” Program: Understanding caregivers’ knowledge, perceptions, and practices in language and literacy development in young children. Technical report for Children’s Museum of Manhattan. New York, New York.

Landau, B., Fisher, K. R., Gagnier, K. M. & Magsamen, S.  (2018).  Unpacking the “Black Box.”  The Science of Learning Institute 5 Year Anniversary. Technical Report produced by the Science of Learning Institute.

Gagnier, K. M., Holochwost, S. J., & Fisher, K. R. (2017).  Language and Literacy in Baltimore City.  Technical Report produced by the Science of Learning Institute for the Baltimore Health Department and Family League of Baltimore. 

Gagnier, K. M., Holochwost, S. J., & Fisher, K. R. (2017).  The Road to Reading.  Technical Report produced by the Science of Learning Institute for the Children’s Museum of Manhattan and Port Discovery Children’s Museum. 

Gagnier, K. M., Holochwost, S. J., & Fisher, K. R. (2017).  Formative Evaluation of the Science of Teaching and School Leadership Academy Year 1. Technical Report produced by the Science of Learning Institute for the Center for Transformative Teaching and Learning. 

Gagnier, K. M., Landau, B., & Fisher, K. R. (2017). Language Learning in Early Childhood:  A Brief Summary.   Technical report produced by the Science of Learning Institute for the Children’s Museum of Manhattan.

Gagnier, K., M., and Fisher, K., R. (2016).  Spatial Thinking:  A Missing Building Block in STEM Education.  Johns Hopkins University Institute for Education Policy Commentary.  

Conference Presentations

Gagnier, K. Holochwost, S., Nelson, A. S., & Fisher K. R. (2020).  Science Self-Concept and Self-Efficacy:  Their Structure and Relation to 3rd Grade Academic Achievement.  Presentation submitted to the Society for Research on Educational Effectiveness. Arlington, VA.

Gagnier, K. Whitman, G., & Fisher K. R. (2019).  MBE and Teacher Professional Learning: Measuring the Impact.  Presentation at the annual Learning and the Brain Conference. Boston, MA.

Buckland, A., Rosthstein, J., Fisher, K., Gagnier, K., Ochoa, M., Cabrera, L., & Leontsini, E. (2019). Formative research for a play- and music-based early child development intervention in peri-urban Lima, Peru: A strengths and needs assessment. Presentation at the annual American Public Health Association Conference.  Philadelphia, PA.  

Gagnier, K., Fisher, K. R., Unlutabak, B., & Holochwost, S. (2019, March). Bridging the translation gap: An interdisciplinary approach to infusing spatial thinking into 3rd-grade science. In K. Gagnier & K. Fisher (Chairs), Exploring new translational science approaches to incorporate spatial thinking into elementary science. Exchange symposium accepted at the biennial Society for Research in Child Development Conference. Baltimore, MD. 

Gagnier, K., Fisher, K.R., & Grimm, D. (2019, March). Say what? Crafting a dissemination plan to communicate science to public audiences. Workshop presented at the biennial Society for Research in Child Development Conference. Baltimore, MD.

Gagnier, K.M., Holochwost, S. J., Lewis, S., & Fisher, K. R. (2017).  Developing a measure of caregiver knowledge, attitudes, and behaviors around language and literacy development for use with diverse populations.  Paper presented at the biennial meeting of the Society for Research in Child Development, Austin TX. 

Gagnier, K.M. (2017).  Developing a Dissemination Plan.  Paper presented at the annual meeting of the American Association for the Advancement of Science, Boston MA. 

Holochwost, S. J., Wolf, D. P., Fisher, K. R., Gagnier, K. M. (2016, November). Alternatives to randomized control designs in program evaluation. Paper presented at the annual meeting of the American Evaluation Association, Atlanta, Georgia.

Ormand, C.J., Shipley, T. F., Dutrow, B., Goodwin, L., Hickson, T.A., Tikoff, B., Atit, K., Gagnier, K.M., and Resnick, I. Resnick (2016).  The Spatial Thinking Workbook:  Developing students’ spatial thinking skills in upper-level undergraduate geology courses through curricular materials based on cognitive science research.  Poster to be presented at the Geological Society of America annual meeting, Denver, CO.

Gagnier, K. M., Fisher, K. R. & Holochwost, S. J. (2016).  Translating science of learning research into practice: A model for scientist-practitioner partnerships to develop evidence-based practices for the community.  Poster presented at Bringing Cognitive Science Research to the Classroom, Washington DC.

Gagnier, K. M.  (2015). Spatial thinking in the Geoscience.  Lessons from an Interdisciplinary collaboration between cognitive scientist and geoscientists. Talk presented at the annual meeting of the Geological Society of America, Baltimore MD.

Shipley, T. F. Atit, K., Weisberg, S. M., and Gagnier, K., M.  (2015).  Challenges to reasoning and learning about 3D spatial relations:  Bridging the gap between lab-research and field-based education.  Talk presented at the annual meeting of the Geological Society of America, Baltimore MD.

Ormand, C.J., Shipley, T. F., Dutrow, B., Goodwin, L., Hickson, T.A., Tikoff, B., Atit, K., Gagnier, K.M., and Resnick, I. Resnick (2015). Teaching Spatial Thinking in Mineralogy, Structural Geology, and Sedimentology & Stratigraphy: Tools and Strategies from Cognitive Science Research: Earth Educators' Rendezvous (Boulder, CO).

Gagnier, K.M., Atit, K., Ormand, C., & *Shipley, T., F. (2015).  Using sketching to support students in developing rich 3D representations from STEM diagrams.  Talk presented at the conference on Diagrams as Vehicles of Scientific Reasoning, Pittsburg, PA.

Gagnier, K.M. (2015).  Spatial Thinking in Science: Lessons from an Interdisciplinary Collaboration between Cognitive Scientists and Geoscientists.  Talk presented at the Eastern Psychology Society Conference, Philadelphia, PA. 

Ormand, C.J., Shipley, T.F., Dutrow, B., Goodwin, L., Hickson, T., Tikoff, B., Atit, K., Gagnier, K.M., & Resnick, I.  (2015).  Teaching Spatial Thinking in Undergraduate Geology Courses Using Tools and Strategies from Cognitive Science Research.   Talk presented at the annual meeting of the American Geophysical Union, San Francisco, CA.

Ormand, C.J., Shipley, T.F., Tikoff, B., Dutrow, B., Goodwin, L., Hickson, T., Atit, K., Gagnier, K.M., & Resnick, I.  (2014).  Transforming Spatial Reasoning Skills in the Upper-Level Undergraduate Geoscience Classroom Through Curricular Materials Informed by Cognitive Science Research.  Talk presented at the annual meeting of the American Geophysical Union, San Francisco, CA.

Gagnier, K.M., Atit, K., Ormand, C., & Shipley, T., F. (2014).  Comprehending diagrams: Sketching to support spatial reasoning from diagrams.  Poster to be presented at the International Mind Brain and Education Society, Fort Worth, TX.

Gagnier, K.M., Atit, K., Ormand, C., & Shipley, T., F. (2014).  Understanding 3D:  Generating diagrams from 3D models improves diagrammatic reasoning.  Talk presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Gagnier, K. M., & Shipley, T.F. (2013).  Biases in the perception of 3D forms from 2D cross-sectional views.  Poster presented at the annual meeting of the Psychonomic Society, Toronto, CA. 

Ormand, C.J., Shipley, T.F., Tikoff, B., Manduca, C., Dutrow, B., Goodwin, L., Hickson, T., Atit, K., Gagnier, K.M., & Resnick, I.  (2013).  Improving spatial visualization skills in the undergraduate geoscience classroom through interventions based on cognitive science research.  Poster presented at Geological Society of America annual conference, Denver, CO. 

Gagnier, K.M., & Shipley, T.F. (2013).  Completion in the wild:  perception of 3D forms from 2D cross-sections.  Poster presented at the Cognitive Science Society, Berlin, Germany.

Ormand, C.J., Shipley, T.F.,  Tikoff, B., Manduca, C., Dutrow, B., Goodwin, L., Hickson, T., Atit, K., Gagnier, K.M., & Resnick, I.  (2013).  Improving spatial reasoning skills in the undergraduate geoscience classroom through interventions based on cognitive science research.  Talk presented at AAPG Hedberg Research Conference, Reno, NV. 

Gagnier, K.M., Atit, K., Ormand, C., & Shipley, T., F. (2013).  The inside story:  Using alignment & sketching to help students make inferences about diagrams.  Poster presented at Improving Middle School Science Instruction Using Cognition Science, Washington DC.    

Gagnier, K.M., Atit, K., Ormand, C., & Shipley, T., F.  (2012).  Improving penetrative thinking via progressive alignment and directed sketching.  Talk presented at the annual meeting of the Geological Society of America, Charlotte, NC.

Gagnier, K.M., Boone, A., & Shipley, T., F.  (2012).  Looking behavior and penetrative thinking:  Examining the relationship between eye movements and performance.  Poster presented at the annual meeting of the Geological Society of America, Charlotte, NC.

Gagnier, K. M. (2012).  Gesture and sketching:  Indicators of knowledge.  Talk presented at the Association of Science and Technology Centers, Columbus, OH.

Gagnier, K. M., Atit, K., Shipley, T.F., Ormand, C., Manduca, C., & Tikoff, B. (2012).  Improving penetrative thinking skills for geoscience education.  Presented at the Inter-Science of Learning Centers conference, San Diego, CA.

Michod K.O. (2010). Remembering unseen space:  Evidence that scene representation goes beyond the visual input.  Talked presented at The International Conference on Spatial Cognition, Portland, OR.  August 19, 2010.

Michod K.O., & Intraub, H. (2009).  Don’t look! Fixating occluded objects distorts scene memory.  Poster presented at the annual meeting of the Vision Sciences Society, Naples, FL. 

Michod K.O., Dickinson, C.A., & Intraub, H. (2008). Multiple fixations do not lead to better spatial memory. Poster presented at the annual meeting of the Vision Sciences Society, Naples, FL. 

Michod K.O., & Intraub, H.  (2007). Conceptual Masking:  Is concept the key or does layout play a role?      Talk presented at the annual Object Perception, Attention and Memory meeting, Long Beach, CA.

Michod K.O., & Intraub, H.  (2007). Conceptual masking:  Is it really all about the concept or does layout matter? Poster presented at the annual meeting of the Vision Sciences Society, Sarasota, FL. 

Michod K.O., Horowitz, T.S., & Wolfe, J.M. (2005). Picture memory demands attention. Poster presented at the annual meeting of the Vision Sciences Society, Sarasota, FL. 

Kunar, M.A., Michod, K.O., & Wolfe, J.M., (2005). When we use the context in contextual cueing: Evidence from multiple target locations. Poster presented at the annual meeting of the Vision Sciences Society, Sarasota, FL. 

Michod, K.O., Wolfe, J.M, Horowitz, T.S., & Palmer E.M. (2004). Does guidance take time to develop during a visual search trial?  Poster presented at the annual meeting of the Vision Sciences Society, Sarasota, FL. 

Educational Workshops and Invited Presentations

Gagnier, K. (2019, October). The Science of Learning and Educational Practice. Baltimore Friends School. Baltimore, MD.

Gagnier, K. &, Fisher, K. (2019, June). Mind, Brain, and Education and Action Research in Your School:  Spatialization, STEM, and Beyond. Breck School. Minneapolis, MN

Fisher, K. & Gagnier, K. (2019, April). Action Research: Exploring research-informed innovations in your classroom. Breck School. Minneapolis, MN

Gagnier, K. & Fisher, K. (2019, April). Science of learning & action research. Breck School. Minneapolis, MN.

Fisher, K. & Gagnier, K. (2019, April). Translating the science of learning to classroom practices. Center for Educational Resources. Johns Hopkins University. Baltimore, MD.

Gagnier, K., Fisher, K., & Grimm, D. (2019, March). Say what? Crafting a dissemination plan to communicate science to public audiences. Workshop to be presented biennial Society for Research in Child Development Conference. Baltimore, MD. 

Fisher, K. & Gagnier, K. (2019, March). Playing with space in early learning classrooms: Laying the foundation for future STEM success. Head Start Teacher Workshop. Baltimore, MD.  

Gagnier, K. & Fisher, K. (2019, March). Playing with space in early learning classrooms: Laying the foundation for future STEM success. Head Start Trainer Professional Development Workshop. Baltimore, MD.

Fisher, K. & Gagnier, K. (2018, August). Playing with space in early learning classrooms: Laying the foundation for future STEM success. Head Start Teacher Workshop. Baltimore, MD.  

Gagnier, K. & Fisher, K. (2018, August). Playing with space in early learning classrooms: Laying the foundation for future STEM success. Head Start Trainer Professional Development Workshop. Baltimore, MD.

Fisher, K. & Gagnier, K. (2018, July). Through the pipeline: Examining the connection between research and practice. Science of Teaching and School Leadership Academy. Center for Transformative Teaching and Learning. St. Andrew’s Episcopal School. 

Gagnier, K. & Levine, R. (2018, April). Science of Learning in Your Research. Professional Development Workshop for Johns Hopkins Medical School Faculty. Institute for Excellence in Education, Johns Hopkins University. Baltimore, MD. 

Gagnier, K. & Fisher, K. (2018, February).  Exploring applications of the science of learning to the university classroom. Center for Educational Resources. Johns Hopkins University.

Gagnier, K., Fisher, K., & Rosswog, S. (2018, November). Playing with space: Laying the building blocks for STEM success. Port Discovery Educational Staff Workshop. Baltimore, MD.

Gagnier, K. & Kelleher, I. (2018, January). The Science of Learning and Educational Practice.  Prince George’s Community College Faculty Fellows Workshop, Largo, MD.

Gagnier, K. & Kelleher, I. (2017, April). The Science of Learning and Application for Educational Practice.  Prince George’s Community College Faculty Fellows Workshop, Largo, MD.

Gagnier, K., & Fisher, K. (2017, February). Developing a dissemination plan. In K. Fisher (Organizer), Communicating science to mon-scientific audiences. Workshop presented at the annual meeting of the American Association for the Advancement of Science, Boston MA. 

Gagnier, K. & Fisher, K. (2017, January). The Building Blocks of Mathematical and Scientific Thinking. Professional Development Workshop for PreK and Kindergarten Teachers. Baltimore City Public Schools. Baltimore, MD. 

Gagnier, K. & Fisher, K. (2016, November). Spatializing the Science Curriculum in Elementary School. Lesson plan development workshop. Holy Child School. Bethesda, MD. 

Gagnier, K. & Fisher, K. (2016, October). Science of Learning: What do we know?  Council of Chief State School Officers.

Gagnier, K. & Fisher, K. (2016, May). Science of Learning: What do we know?  Alliance for Excellent Education, Baltimore, MD.

Gagnier, K. (2016, September). Smart Baby Panel Discussion.  Nanyang Technological University, Singapore. 

Gagnier, K. & Fisher, K. (2016, June). Exploring the early language and literacy learning needs in our community. Family Literacy Coalition. Baltimore City Health Department. Baltimore, MD.

Gagnier, K. & Fisher, K. (2016, May). Cognition and development. National Collaborative on Education and Health.

Gagnier, K. & Fisher, K. (2016, May). Language and literacy development in early childhood. Family Literacy Coalition.

Gagnier, K. (2016, April). Ideas Festival Panel Discussion.  Nanyang Technological University, Singapore. 

Gagnier, K. & Fisher, K. (2016, March). Exploring language development in infancy and early childhood. B’More for healthy babies Initiative. 

 Gagnier, K. (2016, October). Promoting an “I Can Do It!” Growth Mindset in Your Children. Severna Park Elementary School. 

Gagnier, K. & Fisher, K. (2015, December). Exploring the early language and literacy development. Family Literacy Coalition. Baltimore City Health Department. Baltimore, MD.

Gagnier, K. & Fisher, K. (2015, December). Exploring the early language and literacy development. Family Literacy Coalition. Baltimore City Health Department. Baltimore, MD.

Gagnier, K. (2015, March). Spatial Thinking in STEM Education. Workshop for K-5 Science and Math Teachers, Franklin Institute, Philadelphia PA.

Gagnier, K. (2015, March). Playing for STEM. Workshop for PK-2 Teachers, Please Touch Museum, Philadelphia PA.

Gagnier, K. (2014, August). Brainiacs. Workshop for the General Public, Franklin Institute, Philadelphia PA.

Gagnier, K. (2013, May). Why did vision evolve? Workshop for the General Public, Franklin Institute, Philadelphia PA