Sanlyn Rebecca Buxner

Interests

Research

Science literacy,Quantitative literacy,Research experiences for educators

Teaching

Research Methods,Quantitative Methods,Program Evaluation

Courses

Scholarly Contributions

Chapters

• Buxner, S., & Holbrook, S. (2008). Integrating African Cultural Astronomy into~{} the~{} Classroom. In African Cultural Astronomy(pp 83--93). Springer.

Journals/Publications

• Moses, A., Mclain, J. E., Kilungo, A. P., Root, R. A., Abrell, L. M., Buxner, S. R., Sandoval, F., Foley, T., Jones, M., & Ramirez, M. D. (2022). Minding the gap: socio-demographic factors linked to the perception of environmental pollution, water harvesting infrastructure, and gardening characteristics. Journal of Environmental Studies and Sciences.
• Buxner, S. R., Ramirez, M. D., & Davis, L. F. (2020). Engaging Diverse Citizen Scientists for Environmental Health: Recommendations from Participants and Promotoras. Citizen Science: Theory and Practice, 5(1), 1–27. doi:https://doi.org/10.5334/cstp.253
• Buxner, S. R., Simon, M. N., Prather, E. E., & Impey, C. D. (2019). The Development and Validation of the Planet Formation Concept Inventory (PFCI). International Journal of Science Education, 2448-2464.
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  The discovery and characterisation of planets orbiting distant stars has shed light on the origin of our own Solar System. It is important that college-level introductory astronomy students have a general understanding of the planet formation process before they are able to draw parallels between extrasolar systems and our own Solar System. In this work, we introduce the Planet Formation Concept Inventory (PFCI), an educational research tool used to assess student learning on the topic of planet formation. The PFCI Version 3 was administered to N = 561 students pre-instruction and N = 374 students post-instruction. Here, we present a Classical Test Theory (CTT) analysis of the PFCI Version 3. Ultimately, we conclude that the PFCI is a reliable and valid instrument that can differentiate experts from novices, and can be used to assess college-level introductory astronomy students' learning on the topic of planet formation. Initial findings on class normalised gain scores indicate that the PFCI may be capable of assessing the effectiveness of different instructional models. In the future, we recommend a national study of the PFCI to discern its ability to provide insight regarding the ascribed characteristics of learners and the effectiveness of different instructional strategies being used to teach this topic.
• Buxner, S. R., Wenger, M. C., Formanek, M., & Impey, C. D. (2019). Relationship Between Learners’ Motivation and Course Engagement in an Astronomy Massive Open Online Class. Research Gate, 15, 15. doi:10.1103/PhysRevPhysEducRes.15.020140
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  In this work we study how different motivations of learners relate to their engagement in a massive open online course (MOOC). The research was conducted in a cohort-based astronomy MOOC “Astronomy: Exploring Time and Space” provided through the Coursera platform. In order to discern motivations of course participants, the Science Motivation Questionnaire II was administered as a first assignment of the course. The survey data were collected from December 2016 until December 2018 and responses from 3701 learners were acquired. In order to determine the relationship of motivation to course performance, four course engagement indicators are defined: course completion, use of video lectures, participation in the discussion forums, and participation in peer-grading assignments. Self-determination and self-efficacy are identified as the main motivational factors influencing all aspects of the course engagement except for the video usage. We show that both of these decrease with age, but increase with the number of previously taken science courses. The main reasons for signing up for the course which had an effect on course engagement were the goal of getting a certificate and perceived importance of the reputation of the instructor. There was no statistically significant difference in motivations between people who dropped after the first peer graded writing assignment and those who successfully completed the course, suggesting that after the first writing assignment learners quit from other reasons than lack of motivation. Unexpectedly, learners with high career, grade, and social motivation watched statistically significantly fewer instructional videos, and social motivation did not play a role in the forum usage.
• Abrell, L., Mclain, J. E., Buxner, S., Kilungo, A., Ramirez-andreotta, M. D., & Davis, L. F. (2018). Increasing Environmental Health Literacy through Contextual Learning in Communities at Risk.. International journal of environmental research and public health, 15(10), 2203. doi:10.3390/ijerph15102203
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  Environmental health literacy (EHL) has recently been defined as the continuum of environmental health knowledge and awareness, skills and self-efficacy, and community action. In this study, an interdisciplinary team of university scientists, partnering with local organizations, developed and facilitated EHL trainings with special focus on rainwater harvesting and water contamination, in four communities with known environmental health stressors in Arizona, USA. These participatory trainings incorporated participants' prior environmental health risk knowledge and personal experiences to co-create training content. Mixed methods evaluation was conducted via pre-post participant surveys in all four trainings (n = 53). Participants who did not demonstrate baseline environmental science knowledge pre-training demonstrated significant knowledge increase post-training, and participants who demonstrated low self-efficacy (SE) pre-training demonstrated a significant increase in SE post-training. Participants overall demonstrated a significant increase in specific environmental health skills described post-training. The interdisciplinary facilitator-scientist team also reported multiple benefits, including learning local knowledge that informed further research, and building trust relationships with community members for future collaboration. We propose contextual EHL education as a valuable strategy for increasing EHL in environmental health risk communities, and for building academia-community partnerships for environmental health research and action.
• Brock, L. S., Brock, L. S., Vezino, B., Vezino, B., Prather, E. E., Prather, E. E., Dokter, E. F., Dokter, E. F., Buxner, S. R., Buxner, S. R., Follette, K., Follette, K., McCarthy, D. W., & McCarthy, D. W. (2017). The Quantitative Reasoning for College Science (QuaRCS) Assessment II: Demographic, Academic and Attitudinal Variables as Predictors of Quantitative Ability. Numeracy, 10(1), 33. doi:http://dx.doi.org/10.5038/1936-4660.10.1.5
• Wenger, M., Buxner, S. R., Formanek, M., & Impey, C. D. (2017). Twenty Seven Years of Tracking Undergraduate Science Knowledge and Beliefs. Electronic Journal of Science Education, 21(4).
• Wenger, M., Buxner, S. R., Formanek, M., Sonam, T., & Impey, C. D. (2017). Insights About Large-Scale Online Peer Assessment from an Analysis of an Astronomy MOOC. Computers and Education, 113, 243.
• Bogner, F., Johnson, B., Buxner, S., & Felix, L. (2015). The 2-MEV model: Constancy of adolescent environmental values within an 8-year time frame. International Journal of Science Education, 37(12), 1938--1952.
• Follette, K. B., McCarthy, D. W., Dokter, E., Buxner, S., & Prather, E. (2015). The Quantitative Reasoning for College Science (QuaRCS) Assessment, 1: Development and Validation.. Numeracy: Advancing Education in Quantitative Literacy, 8(2).
• Buxner, S. R. (2014). Exploring how research experiences for teachers changes their understandings of the nature of science and scientific inquiry. Journal of Astronomy & Earth Sciences Education, 1(1), 53-68.
• Hester, S. D., Buxner, S. R., Elfring, L., & Nagy, L. M. (2014). Integrating quantitative thinking into an introductory biology course improves students’ mathematical reasoning in biological contexts. CBE Life Sciences Education, 13(1), 54-64.
• Lega, J. C., Buxner, S., Blonder, B., & Tama, F. (2014). Explorations in integrated science. Journal of College Science Teaching, 43(4), 24-29.
• Antonellis, J. C., Brogt, E., Buxner, S., Dokter, E., & Foster, T. (2012). Regulations and Ethical Considerations for Working with Human Participants in Physics and Astronomy Education Research. Getting Started in PER, 1--18.
• Antonellis, J., Buxner, S., Impey, C., & Sugarman, H. (2012). Surveying science literacy among undergraduates: insights from open-ended responses. Journal of College Science Teaching, 41(3), 82--90.
• Impey, C., Buxner, S., & Antonellis, J. (2012). Non-scientific beliefs among undergraduate students. Astronomy Education Review, 11(1), 010111.
• Impey, C. D., Buxner, S. R., Antonellis, J., Johnson, E., & King, C. (2011). A twenty-year survey of science literacy among college undergraduates.. Journal of College Science Teaching, 40(4), 31-37.
• Impey, H. S., Impey, C. D., & Buxner, S. R. (2011). Astrology beliefs among undergraduate students.. Astronomy Education Review, 10(1), 010101.
• Brogt, E., Dokter, E., Antonellis, J., & Buxner, S. (2008). Regulations and ethical considerations for astronomy education research II: Resources and worked examples.
• Brogt, E., Foster, T., Dokter, E., Buxner, S., & Antonellis, J. (2008). Regulations and ethical considerations for astronomy education research III: A suggested code of ethics.

Proceedings Publications

• Bruce, G., Oliver, C., Taylor, W. L., Mead, C., Semken, S., Summons, R. E., Buxner, S., & Anbar, A. D. (2019). ADVANCING 25 YEARS OF DIGITAL INNOVATION - EXPLORING THE EVOLUTION OF 360° VIRTUAL FIELD TRIPS FROM APPLE’S HUMAN INTERFACE GROUP TO MODERN GAMIFICATION AND BEYOND. In Geological Society of America Abstracts with Programs.
• Wenger, M. C., Buxner, S. R., & Impey, C. D. (2019, November/Fall). New Practical Research Volumes for Astronomy Education. In Astronomical Society of the Pacific Conference Series, 524, 225.
• Wenger, M. C., Buxner, S. R., Formanek, M., & Impey, C. D. (2019, November/Fall). MOOC Learners’ Motivation and Course Performance: Preliminary Study. In Astronomical Society of the Pacific Conference Series, 524, 163.
• Buxner, S., Bartolone, L., Fraknoi, A., Plummer, J., Brinkworth, C., & Schultz, G. (2015). A Community Discussion about Sharing and Publishing Space Science Education Research and Evaluation. In Astronomical Society of the Pacific Conference Series, 500.
• Baldridge, A., Buxner, S. R., Crown, D., Colodner, D., Orchard, A., King, B., Schwartz, K., Prescott, A., Prietto, J., & Titcomb, A. (2014, July). Earth Camp: Exploring Earth Change through the Use of Satellite Images and Scientific Practices. In Ensuring Stem Literacy: A National Conference On Stem Education And Public Outreach, 483, 357-360.
• Buxner, S. R., Bass, K., Castori, P., & Wenger, M. (2014, Summer). Assessing meaningful impact: Moving beyond the numbers.. In Ensuring Stem Literacy: A National Conference On Stem Education And Public Outreach, 483, 53-54.
• Buxner, S. R., Canipe, M., Wenger, M., Hsu, B., Jones, A., & Hessen, K. (2014, July). The Impact of Lunar Reconnaissance Orbiter Education and Public Outreach Programs. In Ensuring Stem Literacy: A National Conference On Stem Education And Public Outreach, 483, 361-364.
• Buxner, S. R., Dalton, H., Shipp, S., Frappier, R., & CoBabe-Amman, E. (2014, July). EarthSpace: Resources for Undergraduate Teaching. In Ensuring Stem Literacy: A National Conference On Stem Education And Public Outreach, 483, 441-442.

Presentations

• Sandoval, F., Abrell, L. M., Mclain, J. E., Root, R. A., Kilungo, A. P., Buxner, S. R., Davis, L., Ramirez, M. D., Sandoval, F., Abrell, L. M., Mclain, J. E., Root, R. A., Kilungo, A. P., Buxner, S. R., Davis, L., Ramirez, M. D., Sandoval, F., Abrell, L. M., Mclain, J. E., , Root, R. A., et al. (2019, March). Effect of environmental monitoring method on participant self-efficacy for science in underrepresented communities. Citizen Science Conference. Raleigh, North Carolina: Citizen Science Association.
• Bruce, G., Anbar, A., Semken, S., Summons, R., Oliver, C., & Buxner, S. R. (2014, December). iVFTs - immersive virtual field trips for interactive learning about Earth’s environment. Fall Meeting of the American Geophysical Union. San Francisco, CA.
• Buxner, S. R., Buxner, S. R., Vezino, B., Vezino, B., Bostic, E., Bostic, E., Johnson, B. P., Johnson, B., Sonam, T., Sonam, T., Olsen, J. K., & Olsen, J. K. (2014, April). Exploring how industry experiences impact teachers’ conceptions of relevancy and authenticity related to teaching practices. Annual Meeting of the National Association for Research in Science Teaching. Pittsburg, PA.
• Buxner, S. R., Horodyskyj, L., Semken, S., & Anbar, A. (2014, August). Online classrooms: Powerful tools for rapid-iteration pedagogical improvements. Astronomical Society of the Pacific: Celebrating Science: Putting Education Best Practices to Work. Burlingame.
• Buxner, S. R., Impey, C. D., Nieberding, M., & Romine, J. (2014, November). Where Non-Science Majors Get Information about Science and How They Rate that Information. 46th Meeting of the Division of Planetary Sciences. Tucson, AZ.
• Buxner, S. R., Impey, C. D., Nieberding, M., Romine, J., Antonellis, J., Llull, J. C., & Tijerino, K. (2014, January). Findings from five years investigating science literacy and where students get their information about science. 223rd Meeting of the American Astronomical Society. Washington, DC.
• Follette, K. B., McCarthy, D. W., Dokter, E. F., & Buxner, S. R. (2014, January). Science literacy’s neglected twin: Numeracy. 223rd Meeting of the American Astronomical Society. Washington, DC.
• Follette, K., McCarthy, D. W., Dokter, E. F., & Buxner, S. R. (2014, August). The development and validation of an assessment tool for evaluating quantitative literacy in introductory science courses. Astronomical Society of the Pacific, Celebrating Science: Putting Education Best Practices to Work. Burlingame, CA.
• Grier, J. J., Buxner, S. R., & Schneider, N. M. (2014, November). Surveying space scientists’ attitudes, involvement, and needs in education and public outreach. 46th Meeting of the Division of Planetary Science. Tucson, AZ.
• Grier, J., Buxner, S. R., & Schneider, N. (2014, August). Understanding and meeting the needs of scientists in E/PO – survey results, responses, and strategies. Astronomical Society of the Pacific: Celebrating Science: Putting Education Best Practices to Work,. Burlingame, CA.
• Impey, C. D., & Buxner, S. R. (2014, August). Studying students’ science literacy: Nonscientific beliefs and science literacy measures. Astronomical Society of the Pacific: Celebrating Science: Putting Education Best Practices to Work. Burlingame, CA.
• Rebar, B., Benson, L. C., Buxner, S. R., Carver, J. S., Feldman, A., Keller, J., Schwartz, R. S., & Southerland, S. A. (2014, April). Research experiences for teachers: Proposed relationships between elements of the experience and positive outcomes. Annual Meeting of the National Association for Research in Science Teaching. Pittsburg, PA.
• Romine, J., Buxner, S. R., Impey, C. D., Nieberding, M., & Antonellis, J. C. (2014, November). Investigating Undergraduate Students' Conceptions of Radiation. 46th Meeting of the Division of Planetary Sciences. Tucson, AZ.
• Schultz, G. R., Low, R., CoBabe-Ammann, E., Gross, N., & Buxner, S. R. (2014, January). Findings from a NASA SMD survey of two-year college faculty. 223rd Meeting of the American Astronomical Society. Washington, DC.

Poster Presentations

• Henson, C., Henson, C., Villagomez-Marquez, N., Villagomez-Marquez, N., Abrell, L. M., Abrell, L. M., Buxner, S. R., Buxner, S. R., Kilungo, A. P., Kilungo, A. P., Mclain, J. E., Mclain, J. E., Root, R. A., Root, R. A., Sandoval, F., Sandoval, F., Ramirez, M. D., Ramirez, M. D., Henson, C., , Villagomez-Marquez, N., et al. (2020, October). Per-polyfluoroalkyl substances in roof-harvested rainwater. Emerging Contaminants Summit. Westminster, Colorado (Virtual).
• Palawat, K., Anides Morales, A., Mohr-Felsen, A., Kaufmann, D., Lippert, N., Sandhaus, S., Ramirez, M. D., Davis, L. F., & Buxner, S. R. (2020, October). Project Harvest: Outcomes from Co- Created Environmental Health Literacy Citizen Science.. 49th Annual North American Association for Environmental Education (NAAEE) Conference.. virtual: North American Association for Environmental Education (NAAEE).
• Villagomez-Marquez, N., Abrell, L. M., Buxner, S. R., Kilungo, A. P., Mclain, J. E., Root, R. A., Flor, S., Ramirez, M. D., & Chorover, J. D. (2020, October). Pesticides detected in roof-harvested rainwater in rural and urban Arizona communities. Emerging Contaminants Summit. Westminster, Colorado (Virtual).
• Villagómez-Márquez, N., Abrell, L. M., Buxner, S. R., Kilungo, A. P., Mclain, J. E., Root, R. A., & Ramirez, M. D. (2020, March). Emerging contaminants in Roof-harvested Rainwater. Emerging Contaminants Summit. Westminster, CO: Federallabs.
• Sandhaus, S., Morales, A., Kaufmann, D., Buxner, S. R., Davis, L. F., & Ramirez, M. D. (2019, December). Characterizing the Role Art Can Play in Knowledge Retention and Environmental Self- and Community Efficacy: Placed-Based Data Sharing Efforts for and With Communities. American Geophysical Union. San Francisco, CA: American Geophysical Union..
• Moses, A., Solis-Leon, J., Abrell, L. M., Buxner, S. R., Kilungo, A. P., Mclain, J. E., Root, R. A., Sandoval, F., & Ramirez, M. D. (2018, March). The volunteer army: a review of ethical concerns in citizen science. Science of the Environment Earth Day Poster Presentation. Tucson, Arizona: University of Arizona Department of Soil, Water and Environmental Science.
• Ramirez, M. D., Sandoval, F., Root, R. A., Mclain, J. E., Kilungo, A. P., Buxner, S. R., Abrell, L. M., Montijo, F., & Villagomez-Marquez, N. (2018, March). Investigating emerging organic contaminants in harvested rainwater via co-created citizen science: what is in your rainwater?. Science of the Environment Earth Day Poster Presentation. Tucson, Arizona: University of Arizona Department of Soil, Water and Environmental Science.
• Ramirez, M. D., Sandoval, F., Root, R. A., Mclain, J. E., Kilungo, A. P., Buxner, S. R., Abrell, L. M., Montijo, F., & Villagómez-Márquez, N. (2018, April). Investigating emerging organic contaminants in harvested rainwater via Co-Created Citizen Science: What is in your rainwater?. SWESx. The University of Arizona.
• Ramirez, M. D., Sandoval, F., Root, R. A., Mclain, J. E., Kilungo, A. P., Buxner, S. R., Abrell, L. M., Moses, A., & Soli-Leon, J. (2018, April). Socio-demographics in Citizen Science: Does Governance Model Matter. SWESx. University of AZ.
• Ramirez, M. D., Sandoval, F., Root, R. A., Mclain, J. E., Kilungo, A. P., Buxner, S. R., Abrell, L. M., Moses, A., & Solis-Leon, J. (2018, March). Socio-demographics in citizen science: does governance model matter?. Science of the Environment Earth Day Poster Presentation. Tucson, Arizona: University of Arizona Department of Soil, Water and Environmental Science.
• Ramirez, M. D., Sandoval, F., Root, R. A., Mclain, J. E., Kilungo, A. P., Buxner, S. R., Abrell, L. M., Solis, J., & Moses, A. (2018, April). The Volunteer Army: A Review of Ethical Concerns in Citizen Science.. SWESx. University of Arizona.
• Sandoval, F., Root, R. A., Ramirez, M. D., Mclain, J. E., Kilungo, A. P., Buxner, S. R., Abrell, L. M., Davis, L., Kaufmann, D., & Sandhaus, S. (2018, May). Advancing Informal Environmental Health STEM Learning through Co-Created Citizen Science. Teaching and Learning in the Food-Energy-Water Nexus: Toward a National and Collaborative for Food, Energy and Water Systems (NC-FEW).. Washington, DC.
• Buxner, S. R., Romine, J., Impey, C. D., & Nieberding, M. (2014, August). Investigating the relationship between students’ science knowledge and their sources of information. Astronomical Society of the Pacific: Celebrating Science: Putting Education Best Practices to Work. Burlingame.
• Horodyskyj, L. B., Buxner, S. R., Ben-Naim, B., Semken, S., & Anbar, A. (2014, March). Transforming the online classroom via an innovative astrobiology course. 45th Lunar and Planetary Science Conference. The Woodlands, TX.
• Impey, C. D., Buxner, S. R., Romine, J., & Nieberding, M. (2014, August). Investigating undergraduate students’ science literacy: Responses related to radiation and DNA. Astronomical Society of the Pacific: Celebrating Science: Putting Education Best Practices to Work. Burlingame.
• Nieberding, M., Impey, C. D., Buxner, S. R., & Romine, J. (2014, November). Undergraduate Conceptions About What it Means to Study Something Scientifically. 46th Division of Planetary Science Meeting. Tucson, AZ.
• Romine, J., Buxner, S. R., Impey, C. D., Nieberding, M. N., & Antonellis, J. C. (2014, January). Investigating science literacy: Students' conceptions of radiation. 223rd Meeting of the American Astronomical Society. Washington, DC.