Associate Professor

Dr. Toolin's research focuses on constructivist models of teaching and learning in science education. She is particularly interested in promoting and researching science classrooms that are grounded in principles of inquiry-based and project-based teaching and learning. Her teaching interests include curriculum, instruction and assessment; diversity issues; and critical theory. She is Principal Investigator (PI) of the National Science Foundation Robert Noyce Scholarship Program and the Vermont Secondary Science Partnership Program and Co-PI for the National Science Foundation Satellites, Weather and Climate Program Grant currently underway at UVM. Dr. Toolin serves as a member of the editorial board for the Journal of Science Education and Technology and has published her research pertaining to science teaching and learning in The Science Teacher, Science Education, International Journal of Science Education, and the Journal of Science Education and Technology.

Publications

Eisenhardt, S.M., Berlin L., Toolin, R., and Pintauro, S.J. (2015). Online college energy balance course improves determinants of behavior and student knowledge. Enliven: Journal Dietetics Research and Nutrition 2(1): 002.

Dupigny-Giroux, L.A., Toolin, R., Hogan, S., Fortney, M., (2012).  The Satellites, Weather and Climate (SWAC) teacher professional development program: Making the case for climate and geospatial literacy. The Journal of Geoscience Education. 60, 133–146.

Toolin, R. & Watson, A. (2012).  Students for sustainable energy: Inspiring students to tackle energy projects in their school and community. In Metz (Ed.), Fuel for Thought: Building energy awareness in grades 9-12. NSTA Press.

Miller, F., Toolin, R., and Biral, R. (2010). Women of color and the formation of a science identity. In Johnson, R. and G, Harris (Eds.), Women of Color in Leadership: Taking their rightful place.  San Diego, CA: Birkdale.

Toolin, R. & Watson, A. (2010).  Students for sustainable energy: Inspiring students to tackle energy projects intheir school and community. The Science Teacher 77 (4): 27-31.

Toolin, R. & Watson, A. (2010).  Conducting sustainable energy projects in secondary science classrooms. Science Activities 47 (2): 47-53.

Toolin, R. (2008). Infusing technology into project-based inquiry: A study of the Urban Academy for Math, Science and Technology. In Fraser-Abder, P. and Wallace R.J., eds.  Pedagogical Issues in Science, Mathematics and Technology Education. Volume 3. The New York Consortium for Professional Development, Schenectady, New York.

Book Chapters

Toolin, R. and Watson, A. (2012). Students for sustainable energy: Inspiring students to tackle energy projects in their school and community. In Metz (Ed.), Fuel for Thought: Building energy awareness in grades 9-12. NSTA Press.

Miller, F., Toolin, R., and Biral, R. (2010). Women of color and the formation of a science identity. In Johnson, R. and G, Harris (Eds.), Women of Color in Leadership: Taking their rightful place. San Diego, CA: Birkdale.

Toolin, R. (2008). Infusing technology into project-based inquiry: A study of the Urban Academy for Math, Science and Technology. In Fraser-Abder, P. and Wallace R.J., eds. Pedagogical Issues in Science, Mathematics and Technology Education. Volume 3. The New York Consortium for Professional Development, Schenectady, New York.

Awards and Recognition

University of Vermont – Sustainability Fellows Program – 2015-16
Fordham University – Graduate School of Education – Summer Research Fellowship - 2006
St. John’s University - Center for Teaching and Learning – University Teaching Fellow - 2001-02
St. John’s University - School of Education - Summer Research Fellowship – 2001
Pace University - School of Education - Summer Research Fellowship - 1998, 1999
University of Wisconsin-Madison - Arvil S. Barr Fellowship – 1994

Associations and Affiliations

AERA - American Educational Research Association, APLU - Association for Public Land Grant Universities/Science & Math Teacher Imperative, ASTE - Association for Science Teacher Education, NEASTE – Northeast Association for Science Teacher Education, NSTA – National Science Teachers Association, VSTA – Vermont Science Teachers Association 

Areas of Expertise and/or Research

Science education; Teacher professional learning; Project-based learning

Education

  • Ph.D. in Curriculum and Instruction, Science Education from University of Wisconsin, Madison
  • M.A. in Science Education, Biology from City University of New York

Contact

Phone:
  • 802-656-1024
Office Location:

Waterman 409A

Courses Taught

Curriculum, Instruction and Assessment; Practicum in Teaching