Biography

Curriculum Vitae

Dr. Adam Papendieck is a learning scientist who examines how learning and change processes unfold in various community, organizational, and sociotechnical contexts. His work focuses on revealing and reconfiguring the diverse practices, infrastructures, and power dynamics that factor into learning, aiming for more equitable, just, and dignifying learning environments and outcomes. As a formal mixed methodologist, Adam frequently integrates narrative, interaction, and network analyses for case study and design-based research. He draws on interdisciplinary perspectives from organizational studies (OS), science and technology studies (STS), and sociocultural and cultural-historical approaches in the learning sciences (LS) to investigate topics such as:

• Learning in out-of-school and participatory environments
• Interdisciplinary learning and disciplinary change
• Learning design
• Educational and organizational change
• Science and technology ethics and innovation
• Narrative sensemaking, identity, values, empathy, and affect in learning
• The role of materiality and more-than-human agencies in learning contexts
• Earth and environmental education, STEM learning, health and resilience

Adam has led grants and contracts from the National Science Foundation (NSF), National Endowment for the Arts (NEA), Centers for Disease Control (CDC), and United States Agency for International Development (USAID). He publishes, edits and reviews scholarly work in the fields of learning sciences, educational technology, and STEM education. Adam is also engaged with professional organizations such as the International Society of the Learning Sciences (ISLS), the American Education Research Association (AERA), and educational sections of scientific societies (AGU, GSA, and NAGT’s EER).

Before joining UNM OILS, Adam was a Learning Scientist with The University of Texas at Austin’s Jackson School of Geosciences where he started the Learning Sciences CoLab, a design research collaboratory that connects social scientists, natural scientists, and communities to address educational, social, and ethical issues of science learning and engagement. Prior to that he led international and domestic technology and higher education development programs at Tulane University, focusing primarily on learning for public health and resilience. Adam holds a PhD in Curriculum & Instruction - Learning Technologies from The University of Texas at Austin and an MPH in International Health from Tulane University.

Selected Publications:

Papendieck, A., Hasty, B., Knowles, J. (forthcoming). From Useful Stories to Valid Theories of Partnership: How Community Arts Partners Make Sense of Their Work with Schools [Working Paper]. Prepared for the National Endowment for the Arts.

Papendieck, A., Hasty, B., Knowles, J. (forthcoming). Differences that Matter: Types and Characteristics of School-Community Arts Partnership in Austin’s Arts Education Collective Impact Initiative [Working Paper]. Prepared for the National Endowment for the Arts.

Papendieck, A., & Clarke, J. (2024). Curiosity to question: Tracing productive engagement in an interdisciplinary course-based research experience. Journal of the Learning Sciences, 33(2). https://doi-org/10.1080/10508406.202

Ellins, K. K., Legendre, L. J., Papendieck, A. S., & Clarke, J. A. (2024). Geoscience Ambassadors: An extracurricular college-level program for transforming relationships to the geosciences through student-crafted stories. Journal of Geoscience Education, 0(0), 1–16. https://doi.org/10.1080/10899995.2024.2328376

Papendieck, A., Azevedo, F. S., Legendre, L., Ellins, K. K., & Clarke, J. (2023). The Narrative Construction of Transformational Science Identities. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. 17th International Conference of the Learning Sciences - ICLS 2023, Montreal. https://doi.org/10.22318/icls2023.103909

Bell, C. J., Papendieck, A., Rey, F., Poteet, M., & Mohrig, D. (2022). Learning and Identity Work in a Field-based Introductory Geology Course. 2022 Earth Educators’ Rendezvous, Twin Cities, Minnesota. https://serc.carleton.edu/earth_rendezvous/2022/program/talks/thursdayA/249438.html

Papendieck, A., Azevedo, F. (2022). Positioning Self and Others Through Sympathizing, Empathizing, Anthropomorphizing, and Zoomorphizing: A Case Study. 16th International Conference of the International Society of the Learning Sciences (ISLS) 2022, Hiroshima (Online). https://www.researchgate.net/publication/360227428

Papendieck, A., & Hughes, J. E. (2022). Critical innovators: How teachers and entrepreneurs position themselves as technology innovators in schools. Contemporary Issues in Technology and Teacher Education, 22(3). https://citejournal.org/volume-22/issue-3-22/general/critical-innovators-how-teachers-and-entrepreneurs-position-themselves-as-technology-innovators-in-schools

Nguyen, K. A., Azevedo, F. S., & Papendieck, A. (2021). No longer an imaginary case: Community, plans, and actions in canoeing rapids. Journal of the Learning Sciences, 30(4–5), 529–575. https://doi.org/10.1080/10508406.2021.1936530

Papendieck, A. (2020). A Computational Approach to Modeling Online Identity Discourses. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 581-584). Nashville, Tennessee: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6700

Papendieck, A., Hughes, J. (2020). Oppositional Innovation: A Values-Sensitive Framework for Evaluating Technology and Change in Education. American Education Research Association (AERA) Conference 2020, San Francisco. [Conference Cancelled]

Papendieck, A. (2019). More-than-Social Innovation: Techno-Axiological Enactments of an EdTech Network. American Education Research Association (AERA) Conference (Apr 4-9, 2019), Toronto.

Mock, N., Kadetz, P., Papendieck, A., & Coates, J. (2018). Dynamics of Early Recovery in Two Historically Low Income New Orleans Neighborhoods: Treme and Central City. In M. J. Zakour, N. Mock, & P. Kadetz (Eds.), Creating Katrina, Rebuilding Resilience: Lessons from New Orleans on Vulnerability and Resiliency (1 edition). S.l.: Butterworth-Heinemann.

Papendieck, A. (2018). Technology for Equity and Social Justice in Education: A Critical Issue Overview. Texas Education Review, 6(1), 1–9. https://doi.org/10.15781/t2891278v

Mock, N., Morrow, N., Papendieck, A., Pendley, S. C., & Hudson, M. (2015). Review of mVAM programme: novel application of mobile technologies for food security monitoring. Development Information Services International. Prepared for the Food and Agriculture Organization. doi: 10.13140/RG.2.1.2682.8245

Mock, N., Morrow, N., & Papendieck, A. (2013). From complexity to food security decision-support: Novel methods of assessment and their role in enhancing the timeliness and relevance of food and nutrition security information. Global Food Security, 2(1), 41–49. http://doi.org/10.1016/j.gfs.2012.11.007

Morrow, N., Mock, N., Papendieck, A., & Kocmich, N. (2011). Independent Evaluation of the Ushahidi Haiti Project. Development Information Systems International. Prepared for Ushahidi. http://www.alnap.org/pool/files/1282.pdf