Abbreviated Curriculum Vitae

EDUCATION

Doctor of Education, Curriculum and Instruction, Liberty University, Lynchburg, VA. April 2013, Graduate with High Distinction

Dissertation: The Effect of Online Collaborative Learning on Middle School Student Science Literacy and Sense of Community

Education Specialist, Teaching and Learning, Liberty University, Lynchburg, VA. September 2011, Graduate with High Distinction.

Master of Education, Teaching and Learning, Liberty University, Lynchburg, VA. January 2010, Graduate with Distinction.

Bachelor of Science, Biology, Virginia Commonwealth University, Richmond, VA. December 2005.

Associate of Arts and Sciences, John Tyler Community College, Chester, VA. December 2002, Magna cum Laude.

AWARDS & ACADEMIC HONORS

  • Myrtilla Miner Faculty Fellow, University of the District of Columbia (2020/2021, 2021/2022, 2022/2023)
  • The Distinguished Research Paper Award: Mentorship and Mentoring Practices Special Interest Group, American Educational Research Association (AERA) (2021)
  • Awarded Tenure, University of the District of Columbia (2019)
  • Promotion to Associate Professor, University of the District of Columbia (2019)
  • National Science Foundation (NSF): HBCU-UP Broadening Participation Research (BPR) Award grant (2019)
  • University of the District of Columbia Faculty Incentive Research Grant (FIRG) Award grant (2019)
  • Accomplishment in Research/Scholarship Award, College of Arts & Sciences, University of the District of Columbia (UDC) (2018)
  • University of the District of Columbia Faculty Incentive Research Grant (FIRG) Award grant (2018)
  • National Science Foundation (NSF): HBCU-UP Broadening Participation Research (BPR) Award grant (2017)
  • University of the District of Columbia Faculty Incentive Research Grant (FIRG)/Grants Research Academy Award grant (2017)
  • Scholar of Promise Award, College of Arts & Sciences, University of the District of Columbia (UDC) (2016)
  • Graduated with High Distinction (2013)
  • Outstanding Quantitative Dissertation Award, Liberty University School of Education (LU) (2013)
  • Robert J. Stevenson Scholarship, Association of Teacher Educators (ATE) (2012)
  • Graduated with High Distinction (2011)
  • Inducted into Kappa Delta Pi International Honor Society in Education (2011)
  • Graduated with Distinction (2010)
  • Graduated Magna Cum Laude (2002)
  • Inducted into Phi Theta Kappa International Scholastic Order (2002)

AWARDED & PENDING GRANT PROPOSALS

Arora, An. (PI), Arora, Am., Wendt, J. L. (Co-PI), & Wellman, B. ($500,000). ITEST: Exploring the Effectiveness of Educational Robotics through Strength-Based Approaches Targeting Underrepresented Minority High School Students with Autism Spectrum Disorder. (August 2023, Pending).

Wendt, J. L. (PI), & Jones, V. ($349,979.00). National Science Foundation (NSF) HBCU-UP Broadening Participation Research: Virtual STEM Peer Mentorship Communities (June 2019-May 2021, Awarded)

Wendt, J. L. (PI). ($5000.00). University of the District of Columbia Faculty Incentive Research Grant (FIRG): Broadening Participation Research: STEM Mentorship Workbook (May 2019-August 2019, Awarded)

Wendt, J. L. (PI), & Apugo, D. ($5000.00). University of the District of Columbia Faculty Incentive Research Grant (FIRG): Building Self e-STEM: Investigating the Impact of Race and Gender Representation for Black and Brown Elementary School Students (May 2018-August 2018, Awarded)

Wendt, J. L. (PI), Rockinson-Szapkiw, A., & Conway, A. ($286,128.00). National Science Foundation (NSF) HBCU-UP Broadening Participation Research: Empowering Minority Females in STEM Research and Leadership (June 2017-May 2019, Awarded)

Wendt, J. L. (PI), & Apugo, D. ($10,000.00). University of the District of Columbia Faculty Incentive Research Grant (FIRG)/Grants Research Academy: Building Self e-STEM: Investigating the Impact of Race and Gender Representation for Black and Brown Elementary School Students (May 2017-August 2017, Awarded)

SUBMITTED GRANT PROPOSALS

Arora, An. (PI), Arora, Am., Wendt, J. L. (Co-PI), Wellman, B., & Behera, P. ($349,996). National Science Foundation (NSF) HBCU-UP Broadening Participation Research: Employing Neo-constructivism Transitions through Education Robotics (ENTER) into STEM: Building the Women STEM Workforce. (November 2022).

Arora, An. (PI), Arora, Am., Wendt, J. L. (Co-PI), Wellman, B., & Behera, P. ($499,996). National Science Foundation (NSF) ITEST: Fostering Educational-Ethical, Anthropomorphic Robotics for Learning, Engagement, and Student Success (FEARLESS) in Underrepresented Minority Students at K-12 High Schools (October 2022)

Arora, An. (PI), Arora, Am., Wang, L., Wellman, B., & Wendt, J. L. (Co-PI). ($349,965.00). National Science Foundation (NSF) HBCU-UP Broadening Participation Research: Employing Neo-Constructivism Transitions through Educational Robotics (ENTER) into STEM: Building the Women STEM Workforce (November 2020).

Counsell, S. L. (PI), Boykin, A., Harrell-Williams, L., & Wendt, J. L. (Co-PI). ($1,801,787.00). National Science Foundation (NSF) DRK-12: R&P Legos and Wee Engineer STEM Intervention: Assessing African-American Boys’ EF, Causal Reasoning, and Physical Science Literacy (December 2019)

Wendt, J. L. (PI). ($24,718.00). QSM-IIQM Research Grant for Early Career Researchers: Examining the Views of the Nature of Science Among Science Teacher Candidates in an Urban Learning Environment (December 2019)

Rockinson-Szapkiw, A. (PI), Wendt, J. L. (Co-PI), & Jones, V. ($598,870.00). National Science Foundation (NSF) IUSE: Broadening Participation and Persistence in STEM: Empowering Women and Other Underrepresented Professionally and Psychosocially Through Virtual Peer Mentorship (November 2019)

Wendt, J. L. (PI), & Apugo, D. ($1,450,899.00). National Science Foundation (NSF) EHR Core Research (ECR): Building Self e-STEM: Investigating the Impact of Race and Gender Representation for Black and Brown Elementary School Students (December 2018)

Thompson, L. (PI), Mizelle-Johnson, N., Wendt, J. L., & Zhang, N. ($4,320,437.00). National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR): Establishing a Rehabilitation Research and Training Center (RRTC) at the University of the District of Columbia (April 2018)

Wendt, J. L. (PI), & Apugo, D. ($1,450,899.00). National Science Foundation (NSF) EHR Core Research (ECR): Building Self e-STEM: Investigating the Impact of Race and Gender Representation for Black and Brown Elementary School Students (August 2017)

Wendt, J. L. (PI), & Apugo, D. ($5000.00). National Education Association (NEA) Foundation Student Achievement Grant: Building Self-eSTEM: Investigating the Impact of Race and Gender Representation for Black and Brown Elementary School Students (February 2017)

Wendt, J. L. (PI) ($50,400.00). National Endowment for the Humanities (NEH) Awards for Faculty at Historically Black Colleges and Universities: Understanding the Lived Histories of Females in STEM: Progress and Persisting Challenges (March 2016)

Wendt, J. L. (PI), Rockinson-Szapkiw, A., & Walker, T. ($500,000.00). National Science Foundation (NSF) NRT IGE: Virtual Communities: Empowering Minority Females in STEM Research and Leadership (February 2016)

PUBLICATIONS

*Denotes publication with former or current student(s).

Peer-Reviewed Journals

*Samuel, M., & Wendt, J. L. (2023). Evaluating likelihood of the glass cliff phenomenon for female CEOs in colleges and universities. Administrative Issues Journal, 13(1), 13-30. DOI: 10.5929/2023.13.1.2

*May, B., Wendt, J. L., & Barthlow, M. (2022). A comparison of students’ interest in STEM across science standard types. Social Sciences & Humanities Open, 6(1), https://doi.org/10.1016/j.ssaho.2022.100287

*Roach, W., & Wendt, J. L. (2022). An exploration of the use of science specialists and elementary students’ science achievement. Journal of Mathematics and Science: Collaborative Explorations, 18(1), 90-104.

*Taylor, S., & Wendt, J. L. (2022). The relationship between multicultural efficacy and culturally responsive classroom management self-efficacy. Journal for Multicultural Education. https://doi.org/10.1108/JME-01-2022-0006

Rockinson-Szapkiw, A., *Sharpe, K., & Wendt, J. L. (2022). Promoting self-efficacy, mentoring competencies, and persistence in STEM: A case study evaluating racial and ethnic minority women’s learning experiences in a virtual STEM peer mentor training. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-022-09962-3

*Woods, K., Wendt, J. L., Barrios, A., & Lunde, R. (2021). Examination of the relationship between generation, gender, subject area, and technology efficacy among secondary teachers in the United States. International Journal of Technology in Education, 4(4), 589-604. doi: https://doi.org/10.46328/ijte.126

*Schpakow, M. L., Wendt, J. L., & Paynter, K. C. (2021). An examination of middle school students’ attitudes toward science. Journal of Mathematics and Science: Collaborative Explorations, 17(1). doi: https://doi.org/10.25891/r790-ty53

Rockinson-Szapkiw, A., Herring Watson, J., Gishbaugher, J., & Wendt, J. L. (2021). A case for a virtual STEM peer mentoring experience: The experience of racial and ethnic minority women mentees. International Journal of Mentoring and Coaching in Education, 10(3), 267-283.  doi: 10.1108/IJMCE-08-2020-0053

*Dixon, K., & Wendt, J. L. (under review). Science motivation and achievement among minority urban high school students: An examination of the flipped classroom model. Manuscript under review. 

*Larry, T., & Wendt, J. L. (under review). The predictive relationship between gender, ethnicity, science self-efficacy, teacher interpersonal behaviors, and science achievement of students in a diverse urban high school. Manuscript under review. 

*Roach, W., & Wendt, J. L. (under review). The impact of using elementary science specialists on 5th grade students’ science achievement scores. Manuscript under review. 

Rockinson-Szapkiw, A., Wendt, J. L., Gishbaugher, J., & Herring, J. (under review). A case for a virtual STEM peer mentoring experience for racial and ethnic minority women mentees. Manuscript under review. 

*Schpakow, M. L., Wendt, J. L., & Paynter, K. C. (under review). Male and female middle school students’ attitudes toward science. Manuscript under review. 

*Sharpe, K., Rockinson-Szapkiw, A., & Wendt, J. L. (under review). Promoting self-efficacy, mentoring competencies, and persistence in STEM: A case study evaluating racial and ethnic minority women’s learning experiences in a virtual STEM peer mentor training program. Manuscript under review. 

Rockinson-Szapkiw, A., & Wendt, J. L. (2020, in press). The benefits and challenges of a blended peer mentoring program for women peer mentors in STEM. International Journal on Mentoring and Coaching in Education.

Rockinson-Szapkiw, A., Wendt, J. L., & Stephen, J. S. (2020, in press). The efficacy of a virtual peer mentoring experience for racial and ethnic minority women in STEM: Academic, professional, and psychosocial outcomes for mentors and mentees. Journal for STEM Education Research.

Wendt, J. L., & Huderson, B. (2020). The influence of observational experience and metaconceptual teaching activities on secondary science teacher candidates’ conceptual understandings of the practices of science. Journal of Mathematics and Science: Collaborative Explorations, 16, 224-237. 

*Harrell, K. B., & Wendt, J. L. (2019). The impact of blended learning on community of inquiry and perceived learning among high school learners enrolled in a public charter school. Journal of Research on Technology in Education.  doi: 10.1080/15391523.2019.1590167

Wendt, J. L., & Courduff, J. (2018). The relationship between teacher immediacy, perceptions of learning, and online graduate course outcomes among primarily Asian international students enrolled in a U.S. university. International Journal of Educational Technology in Higher Education, 15(33).

Wendt, J. L., & Rockinson-Szapkiw, A. J. (2018). A psychometric evaluation of the Dimensions of Attitudes towards Science instrument with a U.S. population of elementary educators. Teaching and Teacher Education, 70, 24-33.

Wendt, J. L., & Courduff, J. (2017). The relationship between teacher presence and student course outcomes with an online international population.  International Journal on E-Learning, 17(1), 111-129.

Wendt, J. L., & Nisbet, D. (2017). The role of perceived learning and communities of inquiry in predicting international students’ course grades in computer-mediated graduate courses. Journal of Research in Education, 27(1), 1-23.

Wendt, J. L., Rockinson-Szapkiw, A. J., & Cordes, M. (2017). Examining the influence of a STEM certification model on female, minority science outcomes. Journal of Educational Research. doi: 10.1080/00220671.2017.1396437

Courduff, J., Rockinson-Szapkiw, A. J., & Wendt, J. L. (2016). Grounded in what works: Exemplary practice in special education teachers’ technology integration. Journal of Special Education Technology. doi: 10.1177/0162643416633333

Rockinson-Szapkiw, A. J., Wendt, J. L., Wighting, M., & Nisbet, D. (2016). The predictive relationship among the CoI framework, perceived learning, and online graduate students’ course grades. The International Review of Research in Open and Distributed Learning, 17(3).

Rockinson-Szapkiw, A. J. & Wendt, J. L. (2015). Technologies that assist in online group work: A comparison of synchronous and asynchronous computer mediated communication technologies on students’ learning and community. Journal of Educational Media and Hypermedia, 24(3), 263-279.

Wendt, J. L. & Rockinson-Szapkiw, A. J. (2015). The effect of online collaboration on adolescent sense of community in eighth-grade physical science. Journal of Science Education and Technology, 24(5), 671-683. doi: 10.1007/s10956-015-9556-6

Wendt, J. L. & Rockinson-Szapkiw, A. J. (2014). The effect of collaboration on middle school student science misconceptions as an aspect of science literacy. Journal of Research in Science Teaching, 51(9), 1103-1118.

Rockinson-Szapkiw, A. J., Wendt, J. L., & Lunde, R. M. (2013). The influence of textbook format on university students’ self-regulated learning strategies, motivation, and text anxiety. American Journal of Distance Education, 27(3), 179-188.

Wendt, J. L. (2013). Combating the crisis in adolescent literacy: Exploring literacy in the secondary classroom. American Secondary Education, 41(2), 38-48.

Book Chapters

Wendt, J. L., Rockinson-Szapkiw, A., & Conway, A. (2019). Using technology to foster peer mentoring relationships: Development of a virtual peer mentorship training model for broadening participation in STEM. In L. Winfield, Z. Wilson-Kennedy, G. Thomas, & L. Watkins (Eds.), Growing diverse STEM communities: Methodology, impact, and evidence. (pp. 255-268).

*Apugo, D., Wendt, J. L., Deksissa, T., & Peters, M. (2018). The science behind support: An informed perspective on preparing urban science teachers for diverse 21st century classrooms. In A. S. Burtin, J. S. Fleming, & P. Hampton-Garland (Eds.), Changing urban landscapes through public higher education (pp. 97-115).

*Wendt, J. L., Rockinson-Szapkiw, A., & Harrell, K. (2018). Sense of community: The essential ingredient for middle level virtual learning. In B. B. Eisenbach & P. Greathouse (Eds.), The online classroom: Resources for effective middle level virtual education (pp. 99-120).

Wendt, J. L., Nisbet, D., & Rockinson-Szapkiw, A. (2017). Distance learning course design: Considering international learners and diversity. In K. Milheim (Ed.), Cultivating diverse online classrooms through effective instructional design (pp. 1-16).

Books

Rockinson-Szapkiw, A., Wendt, J. L., & Wade-Jaimes, K. (2020). Navigating the peer mentoring relationship: A handbook for women and other underrepresented populations in STEM. Dubuque, IA: Kendall Hunt Publishing Company.

Wendt, J. L., & Apugo, D. (2019). K-12 STEM education in urban learning environments. Hershey, PA: IGI Global. (Nominated for the AACTE 2020 Outstanding Book of the Year Award)

Published Conference Proceedings

Wendt, J. L., & Jones, V. O. (in press). Preparing STEM students for peer mentoring: Lessons learned and future directions. International Conference on Social and Education Sciences (IConSES). Las Vegas, NV: International Society for Technology, Education and Science (ISTES).

Wendt, J. L. (2023). The impact of an online peer mentoring program on stem students at two historically Black institutions during the covid-19 pandemic. Washington, D.C.: University of the District of Columbia. https://doi.org/10.21467/proceedings.148.5

Jones, V. O., & Wendt, J. L. (2022). Underrepresented minority women’s experiences in a virtual eSTEM peer mentoring program. Minneapolis, MN: American Society for Engineering Education (ASEE) 2022 Conference.

Wendt, J. L., Jones, V., & Bruewer, A. (2021). Understanding the peer mentoring experiences of STEM mentees at two HBCUs. The Chronicle of Mentoring and Coaching, 5(14), 487-491. Albuquerque, NM: UNM Mentoring Institute.             

Wendt, J. L., Jones, V., & Bruewer, A. (2021). BIPOC males’ experiences in a structured virtual peer mentee training program. The Chronicle of Mentoring and Coaching, 5(14), 482-486. Albuquerque, NM: UNM Mentoring Institute.

*Rockinson-Szapkiw, A., Wendt, J. L. & Sharpe, K. M. (2020). The benefits and challenges of a blended peer mentoring program: Peer mentors’ STEM beliefs, interests, skills, and behavior. Washington, D.C.: American Educational Research Association (AERA).

*Sharpe, K. M., Rockinson-Szapkiw, A. & Wendt, J. L. (2020). Building STEM self-efficacy and persistence: The case of online mentor training for underrepresented minority women peer mentors at historically black institutions. Washington, D.C.: American Educational Research Association (AERA).

Wendt, J. L. & Rockinson-Szapkiw, A. (2020). A blended peer mentoring experience for undergraduate minority mentees in STEM programs at two historically black colleges/universities. Washington, D.C.: American Educational Research Association (AERA).

Rockinson-Szapkiw, A., & Wendt, J. L. (2019). The academic mother at mid-career: Integrating motherhood, academia, and life to obtain satisfaction and wellbeing. Washington, D.C.: American Educational Research Association (AERA).

Wendt, J. L., Rockinson-Szapkiw, A., & Conway, A. (2018). The design and development of the virtual training modules for peer mentoring to broaden women’s and minorities’ STEM participation. In Proceedings of Society for Information Technology & Teacher Education International Conference 2018 (pp. 588-593). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

*Harrell, K., & Wendt, J. L. (2017). Community of inquiry and perceived learning: The impact of blended learning among high school students. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 409-419). Washington, DC: Association for the Advancement of Computing in Education (AACE).

Wendt, J. L., & Rockinson-Szapkiw, A. (2017). Dimensions of attitudes toward science: A translation and validation for the U.S. context. San Antonio: American Educational Research Association (AERA).

*Bollinger, A., & Wendt, J. L. (2016). Foreign language anxiety among traditional and online students enrolled in foreign language courses at a community college. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 571-576). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Courduff, J., Szapkiw, A., & Wendt, J. (2016). Exemplary technology integration in diverse teaching and learning environments: A grounded theory. Washington, D.C.: American Educational Research Association (AERA).

*Dixon, K., & Wendt, J. L. (2016). Motivation and academic achievement among high school students: An examination of the flipped classroom. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 364-369). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Wendt, J. L., & Nisbet, D. (2015). Teacher immediacy: The relationship with perceived learning and student outcomes in the U.S. international classroom. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (pp. 976-980). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Wendt, J. L., Nisbet, D., & Rockinson-Szapkiw, A. (2015). An examination of the community of inquiry framework in the international computer-mediated learning context. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (pp. 1063-1066). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Wendt, J. L. & Rockinson-Szapkiw, A. (2015). Synchronous and asynchronous communication technologies in online group work: Implications for design and practice. In Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 2355-2357). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

INVITED PRESENTATIONS

Bartee, J., Bruewer, A., Jackson, P., Jowers, S., Miles, A., Pippin, G., Plummer, Y., Wendt, J. L., & Wright, A.  (April 19, 2023). Quality Matters Round Table Webinar. University of the District of Columbia (UDC) Center for the Advancement of Learning (C.A.L.).

Wendt, J. L. (September 16, 2021). Legacy of resilience: Belonging in STEM. National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCCHE) Fall Virtual Conference.

Cooke, B., Krauthamer, H., Richards, D., Wendt, J. L., & Wynne, C. (August 18, 2021). Getting to our best work: Examining our practices and building networks that take our best to scale. A focus on writing. University of the District of Columbia (UDC) College of Arts and Sciences (CAS) Opening Professional Development Meeting Fall 2021.

Wendt, J. L. (July 1, 2021). Research in urban STEM education. Morgan State University MD-CRUSE Summer Methodological Institute.

Wendt, J. L. (June 24, 2021). Creating equitable opportunity through language and literacy in science and mathematics. Frostburg State University Summer 2021 Maryland Accelerates Leadership Institute.

Fredericks, A. & Wendt, J. L. (May 6, 2021). Growth mindset: Creating freedom for learning. University of the District of Columbia (UDC) College of Arts and Sciences (CAS) Teaching-Learning Roundtable.

Wendt, J. L., & Jones. V. (April 22-23, 2021). Supporting faculty of color in the sponsored programs landscape. Cheyney University of Pennsylvania Breaking Barriers Series.

Fredericks, A., Kalunga, R., LeVere, M., Taraboletti, A., Waters, S., & Wendt, J. L. (January 5, 2021). Are you teaching content, or just covering material? University of the District of Columbia (UDC) College of Arts and Sciences (CAS) Opening Professional Development Meeting Spring 2021.

Wendt, J. L. (November 13, 2019). My experience as a classroom teacher: Struggles, triumphs, and lessons learned. Department of Educational Professions, Frostburg State University.

Wendt, J. L. (March 7, 2019). Summit sampler session: Empowering minority females in STEM. QEM NSF INCLUDES National Summit to Survey and Stimulate Broadening Participation Research at Historically Black and Tribal Colleges/Universities.

Wendt, J. L. (August 21, 2018). An e-mentorship model for broadening participation in STEM degree programs among undergraduate and graduate students. American Chemical Society (ACS) National Conference.

Wendt, J. L. (April 19, 2016). My life in science and engineering: Short talks by women in the field. American Association of University Women (AAUW) Gaithersburg, MD Branch Meeting.

CONFERENCE PRESENTATIONS

*Denotes presentation with former or current student(s).

*Lee, D., Wendt, J. L., & Barthlow, M. (January 13, 2023). The effects of epistemic beliefs on students’ emotions and attitudes towards genetically modified foods. Association of Science Teacher Educators (ASTE) Conference 2023.

Wendt, J. L. (September 16, 2022). “I belong here, too”: Experiences of racially and ethnically minoritized women peer mentees in an online STEM peer mentoring program. Virginia Educational Research Association (VERA) Conference 2022.

Wendt, J. L. (September 16, 2022). Supporting Black women in STEM: A focus on peer mentors. Virginia Educational Research Association (VERA) Conference 2022.  

Jones, V. O., & Wendt, J. L. (June 29, 2022). Underrepresented minority women’s experiences in a virtual eSTEM peer mentoring program. American Society for Engineering Education (ASEE) Annual Conference 2022. (Institutional COVID-19 travel restriction, non-presenting author)

*Lee, D., Wendt, J. L., & Barthlow, M. (May 19, 2022). The effects of epistemic beliefs on students’ emotions and attitudes towards genetically modified foods. Virginia Academy of Science 2022 Conference. (Institutional COVID-19 travel restriction, non-presenting author)

*May, B. Wendt, J. L., & Barthlow, M. (May 19, 2022). Do science standards impact students’ interest in STEM? An investigation among Pennsylvania schools. Virginia Academy of Science 2022 Conference. (Institutional COVID-19 travel restriction, non-presenting author)

Wendt, J. L. (May 6, 2022). HBCU-UP: Virtual peer mentoring program. QEM HBCU-UP PI Workshop 2022.

Wendt, J. L., & Jones, V. O. (April 1, 2022). Supporting a diverse STEM workforce through online peer mentoring training and mentoring relationships. National Science Teaching Association (NSTA) National Conference 2022. (Institutional COVID-19 travel restriction, non-presenting author)

Wendt, J. L., & Jones, V. O. (March 29, 2022). A ‘beacon of light’: Peer mentors’ experiences in an online peer mentoring program. Online Learning Consortium (OLC) Innovate 2022.

*May, B., Wendt, J. L., & Barthlow, M. (March 28, 2022). An investigation of differences in students’ interest in STEM among NGSS and non-NGSS implementation. National Association for Research in Science Teaching (NARST) 2022.

Wendt, J. L. (February 11, 2022). The impact of an online peer mentoring program on STEM students at two historically black institutions during the COVID-19 pandemic. University of the District of Columbia (UDC) Faculty Senate Research Conference 2022.

*Schpakow, M., & Wendt, J. L. (January 6, 2022). Does biological sex still influence students’ attitudes toward science? An investigation into one population of middle school students. Association for Science Teacher Education (ASTE) 2022 Conference. (Institutional COVID-19 travel restriction, non-presenting author)

Jones, V., Wendt, J. L., & Bruewer, A. (October 19, 2021). Understanding the peer mentoring experiences of STEM mentees at two HBCUs. University of New Mexico Mentoring Institute 2021 Conference. (Institutional COVID-19 travel restriction, non-presenting author)

Jones, V., Wendt, J. L., & Bruewer, A. (October 19, 2021). BIPOC males’ experiences in a structured virtual peer mentee training program. University of New Mexico Mentoring Institute 2021 Conference. (Institutional COVID-19 travel restriction, non-presenting author)

*Wendt, J. L., Jones, V., & Towner, J. (February 5, 2021). NSF HBCU-UP broadening participation research project: Virtual STEM peer mentorship program. National Science Foundation (NSF) 2021 HBCU-UP/CREST PI/PD Meeting.

*Taylor, S., & Wendt, J. L. (August 11, 2020). The relationship between multicultural efficacy and culturally responsive classroom management. Association of Teacher Educators (ATE) 2020 Summer Conference.

*Woods, K., & Wendt, J. L. (August 10, 2020). The predictive ability of gender, generation, and subject area on high school teachers’ technology efficacy. Association of Teacher Educators (ATE) 2020 Summer Conference.

*Rockinson-Szapkiw, A., Wendt, J. L., & Sharpe, K. (April 17-21, 2020—conference cancelled). The benefits and challenges of a blended peer mentoring program: Peer mentors’ STEM beliefs, interests, skills, and behavior. American Educational Research Association (AERA) 2020.

*Sharpe, K., Rockinson-Szapkiw, A., & Wendt, J. L. (April 17-21, 2020—conference cancelled). Building STEM self-efficacy and persistence: The case of online mentor training for underrepresented minority women peer mentors at historically black institutions. American Educational Research Association (AERA) 2020.

Wendt, J. L., & Rockinson-Szapkiw, A. (April 17-21, 2020—conference cancelled). A blended peer mentoring experience for undergraduate minority mentees in STEM programs at two HBCUs. American Educational Research Association (AERA) 2020.

Wendt, J. L. (February 14, 2020). A novel approach to broadening participation in STEM at two HBCUs. University of the District of Columbia Faculty Senate Retention Conference 2020.

Rockinson-Szapkiw, A., & Wendt, J. L. (February 7, 2020). Blended peer mentoring: Benefits and challenges for peer mentors. Conference on Higher Education Pedagogy 2020.

*Wendt, J. L., Rockinson-Szapkiw, A., Jones, V., & Keith, S. (February 5, 2020). A model for peer mentorship to encourage STEM interest, self-efficacy, and intent to persist among women and racial and ethnic minority students. National Science Foundation (NSF) 2020 HBCU-UP/CREST PI/PD Meeting.

Rockinson-Szapkiw, A., & Wendt, J. L. (November 21, 2019). A pilot study examining the design, development, and initial evaluation of a virtual STEM peer mentoring program for underrepresented minority women (UMW). Online Learning Consortium (OLC) Accelerate 2019.

*Sharpe, K., Rockinson-Szapkiw, A., & Wendt, J. L. (November 20, 2019). Building underrepresented minority women’s self-efficacy and persistence through STEM e-mentor training. Online Learning Consortium (OLC) Accelerate 2019.

*Wendt, J. L., & Barlev, M. (November 16, 2019) Communicating through science: Disciplinary literacy. Virginia Association of Science Teachers (VAST) 2019 PDI.

Wendt, J. L., Rockinson-Szapkiw, A., & Conway, A. (September 13, 2019). A collaborative effort to foster peer mentoring relationships among minority women in STEM: Peer mentor training. Virginia Educational Research Association (VERA) 2019 Conference.

Rockinson-Szapkiw, A., & Wendt, J. L. (April 7, 2019). The academic mother at mid-career: Integrating motherhood, academia, and life to obtain satisfaction and wellbeing. American Educational Research Association (AERA) 2019 Conference.

Wendt, J. L. (March 8, 2019). Developing self-efficacy, interest in STEM, and intent to persist among those underrepresented in STEM fields. National Summit to Survey and Stimulate Broadening Participation Research at Historically Black and Tribal Colleges/Universities.

*Wendt, J. L., Rockinson-Szapkiw, A., Conway, A., Cole, J., & Fletcher, F. (February 21, 2019). Implementation of a STEM peer community peer mentorship model for undergraduate and graduate minority STEM students. National Science Foundation (NSF) 2019 HBCU-UP/CREST PI/PD Meeting.

Rockinson-Szapkiw, A., & Wendt, J. L. (February 1, 2019). A model for underrepresented minority women virtual peer mentor training. Conference on Higher Education Pedagogy 2019.

Rockinson-Szapkiw, A., Wendt, J. L., Sharpe, K., & Hooper, W. (November 15, 2018). The design, development, and efficacy of the virtual training of peer mentors to broaden women’s and minorities’ STEM participation. Online Learning Consortium (OLC) Accelerate 2018.

Wendt, J. L., Rockinson-Szapkiw, A., Conway, A., & Huderson, B. (September 13, 2018). Using technology to foster peer mentoring relationships. Virginia Educational Research Association (VERA) 2018 Conference.

Wendt, J. L. (April 21, 2018). Reinventing science teaching in high needs middle schools: Preparing pre- and in-service science teachers. 2018 Noyce Northeast Regional Conference.

Wendt, J. L., Rockinson-Szapkiw, A., & Conway, A. (March 28, 2018). Development of virtual e-mentorship training to broaden women’s and minorities’ STEM participation. Society for Information Technology and Teacher Education (SITE) 2018 Conference.

Wendt, J. L., Rockinson-Szapkiw, A., & Walker, T. (February 21, 2018). Virtual e-mentorship training to broaden participation in STEM. National Science Foundation (NSF) 2018 HBCU-UP/CREST PI/PD Meeting.

Duguay, A., Renn, J., & Wendt, J. L. (January 4, 2018). Promoting language and literacy in the science classroom: Pre-service collaboration. Association of Science Teacher Educators (ASTE) 2018 International Conference.

*Renn, J., Duguay, A., Wendt, J.L., Peters, M., & Willis, W. (July 20, 2017). Embedding language and literacy in the science classroom: Meeting the needs of diverse students. National Science Foundation (NSF) & American Association for the Advancement of Science (AAAS) 2017 Noyce Summit.

*Harrell, K., & Wendt, J. L. (June 20, 2017). Community of inquiry and perceived learning: The impact of blended learning among high school students. Association for the Advancement of Computing in Education (AACE) EdMedia 2017 Conference.

Wendt, J. L., & Rockinson-Szapkiw, A. (April 28, 2017). Dimensions of Attitudes toward Science (DAS): A translation and validation for the U.S. context. American Educational Research Association (AERA) 2017 Conference.

Wendt, J. L. (November 18, 2016). Exploring with virtual reality in the science classroom. Virginia Association of Science Teachers (VAST) 2016 PDI.

*Bollinger, A., & Wendt, J. L. (November 14, 2016). Foreign language anxiety among traditional and online students enrolled in foreign language courses at a community college. Association for the Advancement of Computing in Education (AACE) E-Learn 2016 Conference.

*Dixon, K., & Wendt, J. L. (November 14, 2016). Motivation and academic achievement among high school students: An examination of the flipped classroom. Association for the Advancement of Computing in Education (AACE) E-Learn 2016 Conference.

Wendt, J. L., & Cordes, M. (September 16, 2016). The relationship between a STEM certification model and elementary female and minorities’ science achievement. Virginia Educational Research Association (VERA) 2016 Conference.

Wendt, J. L., & Huderson, B. (September 15, 2016). Science teacher candidates’ conceptual understandings of the practices of science: The influence of metaconceptual teaching activities. Virginia Educational Research Association (VERA) 2016 Conference.

Wendt, J. L. (November 21, 2015). Using tradebooks to foster scientific thinking. Virginia Association of Science Teachers (VAST) 2015 PDI.

*Ozturkler, G. & Wendt, J. L. (November 20, 2015). Enhancing classroom management for pre-service teachers. Virginia Association of Science Teachers (VAST) 2015 PDI.

*Willis, W., Alqahtani, W., Jackson, Q., Nussbaum, M., Roberts, R., & Wendt, J. L. (November 18, 2015). Developing attitudes of global mindfulness: Linking globalization with the practices of science. Global Education Conference 2015.

Wendt, J. L., & Nisbet, D. (October 19, 2015). Teacher immediacy: The relationship with perceived learning and student outcomes in the U.S. international population.   Association for the Advancement of Computing in Education (AACE) E-Learn 2015 Conference.

Wendt, J. L., Nisbet, D., & Rockinson-Szapkiw, A. (October 19, 2015). An examination of the community of inquiry framework in the international computer-mediated learning context. Association for the Advancement of Computing in Education (AACE) E-Learn 2015 Conference.

Wendt, J. L. (September 17, 2015). Examining elementary science teacher attitudes toward science: An expert review and discussion. Virginia Educational Research Association (VERA) 2015 Conference.

Wendt, J. L. (September 17, 2015). Teaching presence and student achievement outcomes in international distance learning courses. Virginia Educational Research Association (VERA) 2015 Conference.

Wendt, J. L. & Rockinson-Szapkiw, A. (March 2, 2015). Synchronous and asynchronous communication technologies in online group work: Implications for design and practice. Society for Information Technology and Teacher Education (SITE) 2015 Conference.

Wendt, J. L. (February 16, 2015). Sense of community in the collaborative classroom: Online learning or traditional learning? Association of Teacher Educators (ATE) 2015 Annual Conference.

Wendt, J. L. (October 17, 2014). Encouraging scientific habits of mind through literacy instruction. National Science Teachers Association (NSTA) 2014 Regional Conference.

Edmondson, E., Yesbeck, D., & Wendt, J. L. (October 16, 2014). Talking about science with literature. National Science Teachers Association (NSTA) 2014 Regional Conference.

Wendt, J. L. (September 19, 2014). Online collaboration in the science classroom: An examination of the effects on science misconceptions. Virginia Educational Research Association (VERA) 2014 Conference.

Wendt, J. L. (April 11, 2014). Embedded literacy in the K-12 science classroom. Virginia International University (VIU) 2014 Conference on Language, Learning, and Culture.

Wendt, J. L. (November 15, 2013). Decreasing student misconceptions to increase science literacy. Virginia Association of Science Teachers (VAST) 2013 PDI.

Wendt, J. L. (November 15, 2013). Using ESL strategies to increase literacy learning for all students in the science classroom. Virginia Association of Science Teachers (VAST) 2013 PDI.

Wendt, J. L. (November 15, 2013). Using QR codes in the science classroom: Assisting teacher immediacy. Virginia Association of Science Teachers (VAST) 2013 PDI.

Wendt, J. L. (April 13, 2013). Web-based technologies in the science classroom. National Science Teachers Association (NSTA) 2013 National Conference.

Wendt, J. L. (November 9, 2012). Increasing literacy in the science classroom. Virginia Association of Science Teachers (VAST) 2012 PDI.

Wendt, J. L. (August 6, 2012). Technology in the classroom:  Preparing teachers to prepare students for digital literacies. Association of Teacher Educators (ATE) 2012 Summer Conference.

PROFESSIONAL LICENSING & CERTIFICATION

Post-Graduate Professional Teaching License, Biology Endorsement, Virginia Department of Education.

Applying the QM Rubric, Quality Matters (QM).

Blackboard Ultra Certified, University of the District of Columbia.

Certified Online Instructor, University of the District of Columbia.

Prezi Certified Educator, Prezi.

TEACHING EXPERIENCE

University of the District of Columbia (UDC)                                Washington, DC

College of Arts and Sciences                                               

Associate Professor of Science Education, Tenured          August 2019-present

Assistant Professor of Science Education                          August 2015-August 2019

  • Pre-service teacher education and program and curriculum development for the Bachelor of Arts (BA) in Early Childhood Education, BA in Elementary Education and the Master of Arts in Teaching (MAT) programs with a specific focus on science education, urban education, and minority education. 
  • Engage in undergraduate and graduate level instruction, student mentoring and advising, program design and development, course design and development, and cross-divisional grant collaboration.
  • HBCU; tenured faculty

Liberty University (LU)                                                                     Lynchburg, VA

School of Education

          Assistant Professor                                                                         August 2023-present

Adjunct Professor                                                                   January 2016-August 2021

External Dissertation Chair                                              January 2015-January 2016

  • Provide online instruction, chair dissertation committees, and serve as an approved methodologist for the Master of Arts in Teaching (MAT), Master of Education (MEd), Education Specialist (EdS), and Doctor of Education (EdD) programs.
  • Serve(d) as Subject Matter Expert (SME) for EDUC 540, EDUC 798, EDUC 812.

Virginia International University (VIU)                                                  Fairfax, VA

School of Education

IRB Chairperson                                                             February 2015-August 2015

Professor                                                                            August 2014-August 2015

Adjunct Professor                                                             August 2013-August 2014

  • Founding faculty for the Master of Education program.
  • Pre-service teacher education instruction and program and curriculum development for the inaugural Master of Education (MEd) program (online and residential). 
  • Engaged in graduate level instruction, student mentoring, and program and course design and development.
  • Provided support to the Associate Dean through teaching and administrative duties, including strategic planning, budgeting, community outreach, and planning and implementation of local and international workshops and conferences. 
  • Served as the Faculty Mentor for the Master of Education program, assisting in supervising and providing support to adjunct faculty.
  • Established the first IRB at VIU and served as the IRB Chairperson.

George Mason University (GMU)                                                            Fairfax, VA

Virginia Initiative for Science Teaching and Achievement (VISTA)

Curriculum Specialist                                                   December 2013-August 2014

  • Provided support and instructional materials to elementary and secondary teachers and science education coaches with an emphasis on planning and implementing inquiry-based and problem-based instruction. 
  • Developed and implemented coach professional development activities, monitored and supervised coaches, and assisted in planning for the VISTA Elementary Science Institute summer camp and Secondary Science Teacher Program (STP-1 & STP-2) graduate-level courses. 
  • Grant-funded position. 

Dinwiddie High School (DHS)                                                           Dinwiddie, VA

Science Teacher                                                                 August 2007-June 2013

  • Biology and Ecology instruction for multiple levels. 
  • Engaged in curriculum approval and implementation, curriculum writing, student remediation, assessment, and data tracking and analysis.
  • Served on the School Board Curriculum Writing Team
  • Served as faculty sponsor of the Student Organization for Developing Attitudes (SODA) program and the Science Club

Piedmont Alternative School (PAS)                                                   Jetersville, VA

Science Teacher                                                                   August 2006-June 2007

  • Science instruction for multiple science disciplines for grades 5-12 in a diverse, alternative education learning environment. 
  • Utilized computer-mediated and face-to-face instructional methods to meet varying student needs.

UNIVERSITY SERVICE

Dissertation Chair (to completion)

Ash, S. (2023). The impact of socioeconomic status on the achievement of chronically absent grade 5 students. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Shertzer, R. (2023). A predictive correlational study of factors affecting teachers’ technology self-efficacy. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Lee, D. (2022). The effects of epistemic beliefs on students’ emotions and attitudes towards genetically modified foods. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. Awarded the 2022 Outstanding Quantitative Dissertation Award.

Mason, G. R. (2022). A causal-comparative study of the impact of meaningful watershed environmental experiences on the academic achievement of middle school students. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Samuel, M. L. (2021). An ex post facto study of the glass cliff phenomenon in higher education presidencies. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

May, B. K. (2021). A comparison of students’ interest in STEM across science standard types. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Casado, R. (2020). Relationship of Hispanic students’ school absenteeism to mathematics achievement and interest in STEM careers. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Taylor, S. (2020). Examining the relationship between multicultural efficacy and culturally responsive classroom management self-efficacy in K-12 public school teachers. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Woods, K. (2020). Teacher technology efficacy: The relationship among generation, gender, and subject area of secondary teachers. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Lester, D. (2019). Science vocabulary acquisition: A nonequivalent control-group examination of vodcasts and fifth grade students. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Roach, W. (2018). The impact of using elementary science specialists on 5th grade science achievement scores. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Bollinger, A. S. (2017). Foreign language anxiety in traditional and distance foreign language learning classrooms. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Dixon, K. L. (2017). The effect of the flipped classroom on urban high school students’ motivation and academic achievement in a high school science course. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Harrell, K. B. (2017). The impact of blended learning on social presence, cognitive presence, teaching presence, perceived learning, and actual learning. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Larry, T. (2017). The relationship between perceived self-efficacy and student-teacher relationships among Title I urban student achievement in science. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Dissertation Committees (to completion)

Clark, A. (2023). A quantitative comparison of emotional intelligence scores for generation X and millennial school leaders. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Sharpe, K. (2019). Building self-efficacy and persistence through STEM e-mentor training: A multi-site case study. Unpublished doctoral dissertation, University of Memphis, Memphis, TN. Awarded the Robert M. Gagne Award for Graduate Student Research, Association for Educational Communications & Technology.

Schpakow, M. (2018). Male and female middle school students’ attitudes toward science. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Marks, J. T. (2017). Impact of integrated science and English language arts literacy supplemental instructional intervention on science academic achievement of elementary students. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Rudolph, M. R. (2017). Exploring the effects of video formats on teaching, social, and cognitive presence in asynchronous online discussions. Unpublished doctoral dissertation, University of Memphis, Memphis, TN.

Whitt, J. (2017). A descriptive case study: Elementary teachers’ technology acceptance and classroom integration. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Durso-Finley, J. (2016). Predicting high school GPA using HEXACO personality domains and the secondary school admission test. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Durham, C. (2014). Middle school teachers’ read-aloud practices in the classroom: A phenomenological study. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.