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Kremen School of Education and Human Development

Randy Yerrick

Dean

Curriculum and Instruction | 559.278.0280 | Office: ED210

yerrick@mail.fresnostate.edu

Education

  • Michigan State University - Ph.D. in Teaching, Policy and Practice, 1993
  • Michigan State University - M.A. in Curriculum and Instruction, 1988
  • Michigan State University - B.S. in Chemistry, 1985

Courses Taught

  • History and Philosophy of Science Education
  • Critical Thinking
  • Curriculum and Instruction / Science of Learning (CISL Seminar)
  • Qualitative Research Methods (I)
  • Advanced Qualitative Research Methods (II)
  • Technology as Social Practice
  • Microcomputer Applications in the Science Classroom
  • Elementary Science Methods
  • Secondary Science Methods
  • Addressing Equity Issues in STEM
  • Digital Media in Education

Randy Yerrick is Dean of the Kremen School for Education and Human Development at CSU Fresno. He has also served as Associate Dean and Science Education Professor for the Graduate School of Education in the State Univeristy of New York at Buffalo. Dr. Yerrick maintains an active research agenda focusing on two central questions: 1) "How do scientific norms of discourse get enacted in classrooms?" and 2) "To what extend can historical barriers to STEM learning be traversed for underrepresented students through expert teaching practices?"  For his efforts in examining science for the under-served, Dr. Yerrick has received numerous research and teaching awards including the Journal of Research in Science Teaching Outstanding Research Paper Award, Journal of Engineering Education “Wickenden Best Paper Award” (Honorable Mention), the Most Outstanding College Science Teacher Award from the Science Teacher Association of New York State, the Teaching Innovation Award from The State University of New York, and The STAR Award for Outstanding Mentoring. He has held fellowships in several organizations such as the National Partnership for Advanced Computational Infrastructure, the San Diego State Center for Teaching and Learning, and has on the Board of Directors for the National Association for Research in Science Teaching, served as their Director of Communications, and  served for nearly 20 years as an Apple Distinguished Educator.  Professor Yerrick is also a founding Member of the Science Educators for Equity, Diversity and Social Justice.
Randy Yerrick’s research focus has explored how historical barriers for underrepresented STEM learners can be traversed through expert teaching practices and re-negotiating school contexts. 

Frameworks and Interest:
- Critical Race Theory
- Sociocultural practices in science and engineering
- Culturally relevant pedagogy
- Critical discourse ing sociocultural contexts
- Inequity in STEM education
- Tracking and marginalized STEM students


Methodology:
- Qualitative case studies
- Ethnography
- Narrative and critical discourse analysis
Dr. Randy Yerrick's
  1. Curriculum Vitae
  2. Research Gate web page
  3. Academia web page

Selected Publications:

Ross, A., Yerrick, R.  (2020). Assessment of Climate Science Knowledge and Perceptions of Deaf and Hard-of-Hearing Students, Communication in Chemistry. 22, 1, 2-14.

Olewnik, A., Yerrick, R., Simmons, A., Lee, Y.H., & Stuhlmiller, B. (2020). Examining typology as a research construct among undergraduate engineers, International Journal of Engineering Pedagogy, Vol. 10, No. 1, 7-30.

Eastman, M., Yerrick, R., & Miles, M., (2020). Exploring the White and male culture: Investigating individual perspectives of equity and privilege in engineering education, Journal of Engineering Education, DOI: 10.1002/jee.20290 [ASEE William Elgin Wickenden Award Honorable Mention, Article of the Year in JEE]

Ross, A., Edenzon, K., Smith, S., Pagano, T.  Pagano, & Yerrick, R. (2019) “Assessment of Climate Science Knowledge and Perceptions of Deaf and Hard-of-Hearing Students,” Journal of Science Education for Students with Disabilities, DOI: 10.14448/jsesd.11.0009

Olewnik, A., Yerrick, R., & Stuhlmiller, B. (2019). Thinking about design thinking: Toward capturing students’ metacognition in Solving Design problems Proceedings of the 16th International Design Education Conference, IDETC/CIE. Anaheim, CA.

Yerrick, R. & Simons, T. (2017). “The Affordance of Fiction for Teaching Chemistry". Journal of Science Education International. 28, 3. 232-243.  ISSN: 2077-2327

Whelan, M.  Ridgeway, M., & Yerrick, R. (2017). “Pushing Past Clichés: Latina and Black Women’s Perceptions of the Dietetics Major and Profession during Career Exploration” Journal of Latinos in Education.  DOI:10.1080/15348431.2017.1303772

Eastman, M. Christman, J., Zion, G.,  & Yerrick, R. (2017). “To Educate Engineers or to Engineer Educators?: Exploring Access to Engineering Careers”.  Journal of Research in Science Teaching. 54,3,1098-2736 DOI:10.1002/tea.21389

Ridgeway, M. & Yerrick, R.  (2016). “Whose Banner Are We Waving?:  An Examination of STEM Partnerships, Dropouts, and Identity Among Marginalized Urban Youth.”  Journal of Cultural Studies in Science Education, doi:10.1007/s11422-016-9773-1.

Ross, A. & Yerrick, R. (2015). “What I Taught My STEM Professor About Teaching:  Things A Deaf Student Hears That Others Can’t”.  Journal of Science Education for Students with Disabilities. 18, 1, 10-22.

Chowdhary, B., Liu, X. Yerrick, R. (2014). Examining Science Teachers’ Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices, Journal of Science Teacher Education. 8, 865-884

Shively, C., & Yerrick, R. (2014). A case for examining pre-service teacher preparation for inquiry teaching science with technology. Research In Learning Technology, 22, 1-33. doi:http://dx.doi.org/10.3402/rlt.v22.21691

Johnson, J., Yerrick, R.K., & Kearney, E. (2014). Supporting Linguistically Diversity Students in an Era of Common Core Science Education Reform, Science Scope, 81, 23-31.

Struck, W. and Yerrick, R.  (2013).  Using Bill’s Box to Promote Understanding of Stoichiometric Problem Solving.  The Science Teacher. 80, 10, 44-50.

Yerrick, R., Lund, C., and Lee, Y.  (2012). Exploring Simulator Use in the Preparation of Chemical Engineers.  Journal of Science Education and Technology. 18, 6. 1-17.

Yerrick, R. & Johnson, J. (2011).  Negotiating white science in rural Black America: A case for navigating the landscape of teacher knowledge domains.  Cultural Studies in Science Education, 6, 2. [Available DOI: 10.1007/s11422-011-9355-1].

Yerrick, R., & Gilbert, A. (2011).  Constraining school discourse and its effect on lower track science students’ identity.  Journal of Multicultural Discourse, 6, 1, 67-91.

Yerrick, R. & Schiller, J. (2011) “Who are you callin’ expert?’:  Using student narratives to negotiate White science in rural Black America.”  Journal of Research in Science Teaching.48,1,13-36.

Yerrick, R. and Beatty-Adler, D. (2011). Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development. Journal of Science Teacher Education. 22, 3, 229-253.

Struck, W. and Yerrick, R.  (2009).  The Effect of Data Acquisition-Probeware and Digital Video Analysis on Accurate Graphical Representation of Kinetics in a High School Physics Class Journal of Science Education and Technology, 18, 5, 428-438.

Rodriguez, A.J., Zozakiewicz, C, & Yerrick, R. (2005). Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools . School Science and Mathematics Journal. 105, (7), 352-362.

Yerrick, R. Molebash, P., Ross, D. (2003) Promoting Equity with Digital Video in Science Classrooms. Learning and Leading with Technology. 31, (4), 16-21.

Yerrick, R. & Hoving, T.  (2003). One foot in the dock and one foot on the boat: Preservice science teachers' interpretations of field-based science methods in culturally diverse contexts. Journal of Science Education 87, 390-418.

Yerrick, R., Doster, E., Parke, H., & Nugent, J . (2003). Social Interaction and the Use of Analogy: An analysis of pre-service teachers’ talk within physics lessons.  Journal of Research in Science Teaching. 40, 443-463.

Gilbert, A. & Yerrick, R., (2001). Same School, Separate Worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroom. Journal of Research in Science Teaching., 38, 574-598. [JRST Award Winning Paper for Volume 38]

Yerrick, R. (1998). Answers at any cost: Issues associated with transforming lower track classrooms into communities of inquiry. Journal of Science Teacher Education, 9, 241–270.

Yerrick, R. (1998). Counting the cost of school policy: Confessions of a misassigned science teacher. Research and Reflection [On-line], 4. Available: http://www.gonzaga.edu/rr/v4n1/yerrick.htm.

Yerrick, R., James, L., & Pedersen, J. (1998). Cereal box space science: Misconceptions learned in common places. Science Teacher, 65(7), 40–45.

Yerrick, R., Pedersen, J., & Arnason, J. (1998). “We’re just spectators”: A case study of science teaching, epistemology, and classroom management. Science Education, 82, 619–648.

Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The filtering effect of teachers’ beliefs on understanding transformational views of teaching science. Science Education, 81, 137–159.