John Wells

• The cognitive demands addressed through technological and engineering design-based teaching and learning
• Instructional strategies for design based biotechnology literacy
• Integrative pedagogical practices among STEM education areas
• Instructional design and technology

• PhD, Virginia Tech
  
• MS, Virginia Tech
• BS, Florida State University
• BS, Florida State University

• Regional Leader (2014), International Technology and Engineering Educator Association nominee for the National Academy of Engineering K12 Engineering Education Online Toolkit Project stakeholder meeting, Washington, DC, June 30.
  
• Keynote speaker (2014), International Elementary Education Conference on Issues and Prospects for Sustainable Integrative Education in the 21st Century, Seoul National University of Education, Seoul, South Korea, September 26.
• Chair, Humanities/Social Sciences Review Panel, Grant proposals for the Korean National Research Foundation, November 2010.
• Editorial Boards / Activities
  • Editorial / Curatorial Board Member, Australiasian Journal of Technology, 2015 to present 
  • Editorial / Curatorial Board Member, International Journal of Technology and Design Education, 2015 to present 
  • Editorial / Curatorial Board Member, Journal of Technology Education, 2010 to present

• 2021, Academy of Fellows Award, International Technology and Engineering Educators Association (ITEEA). The highest recognition that the ITEEA can bestow upon any person. Award is based on leadership roles in ITEEA, international and national scholarship activities, and the individual having gained prominence in and brought honor to the profession of technology and engineering education.
• 2021, Distinguished Technology and Engineering Educator Award, International Technology and Engineering Educators Association (ITEEA). One of the highest honors for professional achievement in technology and engineering education. A coveted mark of distinction in technology and engineering education recognizing educators who have demonstrated a high level of performance, competence, and professional activity in the field of technology and engineering education.
• 2016, Gerald Day Excellence in Authorship Award. Awarded by the International Technology and Engineering Educators Association for the paper titled: PIRPOSAL Model of Integrative STEM Education: Conceptual and Pedagogical Framework for Classroom Implementation.
• 2016, Outstanding Research Award. National award from the Council on Technology and Engineering Teacher Education, International Technology and Engineering Educators Association for paper titled: The Efficacy of Technological/Engineering Design Approach: Imposed Cognitive Demands within Design Based Biotechnology Instruction.
• 2015, Technology Teacher Educator of the Year Award. Council on Technology and Engineering Teacher Education, International Technology and Engineering Educators Association.
• 2015, Reviewers’ Favorite Award with Kannengiesser, Gero, & Lammi for Do High School Students Benefit from Pre-Engineering Design Education. International award for paper presented at the 20th International Conference on Engineering Design: Design for Life, Milan, Italy

Journal Articles

• Strimel, G., Grubbs, M., & Wells, J. (2017). Engineering education: A clear decision. Technology and Engineering Teacher, 76(4), 18-24.
• Wells, John G., (2016c). Integrative STEM Education Exemplar: Implementation of the PIRPOSAL Model. Technology and Engineering Teacher, 75(10), 16-23
• Wells, John G., (2016b). Efficacy of the technological/engineering design approach: Imposed cognitive demands within design based biotechnology instruction. Journal of Technology Education, 27(2), 4-20.
• Wells, John G., (2016a). PIRPOSAL Model of Integrative STEM Education: Conceptual and Pedagogical Framework for Classroom Implementation. Technology and Engineering Teacher, 75(6), 12-19.
• Wells, John G., Lammi, M., Gero, J., Grubbs, M., Paretti, M., & Williams, C. (2016). Characterizing design cognition of high school students: Initial analyses comparing those with and without pre-engineering experiences. Journal of Technology Education, 27(2), 78-91.

Book Chapters

• Burke, B., Reed, P., & Wells, J. (2014). Integrating technology and engineering in a STEM context. In Yager, R. E. & Brunkhorst, H. (Eds.), Exemplary STEM Programs: Designs for Success (pp.353-371). Arlington, VA: National Science Teachers Association (NSTA). Peer Reviewed.
• Wells, John G. (2010). Research on teaching and learning in science education: Potentials in technology education. Chapter 10, in Reed, P. & LaPorte, J. (Eds.), Research in Technology Education. Council on Technology Teacher Education, 59th Yearbook (pp. 192-217), Ball State University, Muncie, IN

• Miear, M. (Superintendent, MCPS) & Husband, M. (CTE Director, MCPS); Wells, J. (VT Partner), (2020). Career and Technical Competitive Innovative Program Equipment Grant. Virginia Department of Education. $37,500 NOTE: VA DOE funding was awarded to Career and Technical Education of the Montgomery County Public School System to expand the current VT/MCPS STEMbot middle school project/partnership [Wells, et.al, 4VA, 2020] – although no VA DOE CTE grant funding was awarded directly to VT, it provided continued support for the existing VT/MCPS project/partnership as a component of the funding necessary for its further expansion at the high school level.
• Wells, J. (Principal Investigator, PI) (2012). Virginia Initiative for Science Teaching and Achievement. US Dept. of Education Sub-Award from George Mason University, $3,337,794.00
• Gero, J. (PI/GMU Lead University); Wells, J. (PI/VT), Williams, C. (Co-PI/VT), & Paretti. M. (Co-PI/VT); Lammi, M. (PI/NCSU) (2012). Collaborative Research: Understanding High School Pre-Engineering Student Design Cognition, Comparisons with Engineering Students. National Science Foundation/Research in Engineering Program (#EEC-1160345), $527,839 (GMU $269,078; VT $109,205; NCSU $49,556)
• Wells, J. (Rural Coordinator/VT) (2011). Virginia Initiative for Science Teaching and Achievement US Dept. of Education, Sub-Award from George Mason University, $328,324.
• Gaudreau, P. (Director), Weaver, R. (Co-Director), Schultz, J. (Co-Director), & Wells, J. (Partner) (2010). STEM Service Learning: A Collaborative Middle School Model, $16,170.00.

2021

• STEMbot Research Project. Partnership with Mark Husband, Director of Career & Technical Education (CTE) of Montgomery County Public Schools (MCPS). Goal: demonstrate validity of T/E Design Base Learning for promoting student higher order cognitive abilities. Participants: Blacksburg High School (Teacher: Michael Collver); Blacksburg Middle School (Teachers - Stephanie Parker & Sarah Ayers); Auburn Middle School (Teacher: Philip Ashby); Christiansburg Middle School (Teacher: Daniel Mathieson); Target Students: all BHS and MCPS middle school students participating in Technology Education and Agriscience programs
• Teacher in Space/NASA Space Ambassador (01-01-1985 - Present)
• Challenger Center for Space Science Education (01-01-1988 - Present)
• Technical Education Center Advisory Committee (01-01-2008 - Present)
• Epsilon Pi Tau, International Honor Society (01-01-2010 - Present)
• Technology Student Association (TSA) (03-08-2013 - Present); Scope: Public; Description: Serve annually as a design based biotechnology competition advisor for middle school students competing in the Ag/Biotechnology TSA competition, beginning March 2013 to present

2020

• STEMbot Project. Partnership with Mark Husband, Director of Career & Technical Education (CTE) of Montgomery County Public Schools (MCPS). Goal: demonstrate validity of T/E Design Base Learning for promoting student higher order cognitive abilities. Participants: Blacksburg High School (Teacher: Michael Collver); Blacksburg Middle School (Teachers - Stephanie Parker & Sarah Ayers); Auburn Middle School (Teacher: Philip Ashby); Christiansburg Middle School (Teacher: Daniel Mathieson); Target Students: all BHS and MCPS middle school students participating in Technology Education and Agriscience programs. 
• FarmBot in Education (https://youtu.be/4yA96gykpDo) Interview on the InFEWSD project I am directing at Virginia Tech on implementing FarmBot through a multigenerational, researchbased method that engages undergraduate students, doctoral students, and K-12 students in biotechnical design- based learning 
• Technology Student Association (TSA), Blacksburg Middle School, Stephanie Parker (Technology Education Teacher/TSA Advisor). I serve annually as a design based biotechnology competition advisor for middle school students competing in the Ag/Biotechnology TSA competition, beginning March 2013 to present.