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.

• 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

• 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.