Family STEM Learning Researcher

Smirla Ramos-Montañez

Program/Areas of Interest

  • Informal STEM education 
  • Family learning 
  • Program Evaluation 
  • Culturally responsive research and evaluation 
  • STEM identity development 
  • Early childhood education 
  • Interest Development
  • Qualitative and quantitative research methods 

Biography

Smirla Ramos-Montañez, PhD is a bilingual (Spanish/English) and bicultural (Puerto Rican/American) researcher and evaluator focusing on culturally responsive studies related to informal STEM learning. During the last five years Dr. Ramos-Montañez has led and supported a variety of projects, including program and exhibit evaluation as well as STEM education research to provide accessible, culturally relevant, and engaging experiences for diverse audiences. Currently, she is working with Dr. Scott Pattison to better understand family interest pathways and how to foster long-term interest in the engineering design process. 

Education

  • B.S. Biology, Inter American University of Puerto Rico, 2003 
  • Ph.D. Microbiology, Indiana University, 2010 

Highlighted Publications

Pattison, S., Rubin, A., Benne, M., Gontan, I., Shagott, T., Francisco, M., Ramos-Montañez, S., & Dierking, L. (2018). The impact of facilitation by museum educators on family learning at interactive math exhibits: A quasi-experimental study. Visitor Studies, 21(1), 4–30. 

Pattison, S., Gontan, I., Ramos-Montañez, S., & Moreno, L. (2018). Identity negotiation within peer groups during an informal engineering education program: The central role of leadership-oriented youth. Science Education, 102(5), 978–1006. 

Pattison S, Gontan I, Ramos-Montañez S. (2019) The Identity-Frame Model: A Preliminary Framework to Describe Situated Identity Negotiation for Adolescent Girls Participating in an Informal Engineering Education Program. In Review. Journal of Learning Sciences.