Joseph Polman
Associate Dean for Research听 • Professor
Learning Sciences & Human Development
Joseph.Polman@Colorado.edu
303-735-5275
  • Pronouns: he/him/his

Miramontes Baca Education听Building, Room 209
University of Colorado Boulder
249 UCB
Boulder, CO 80309

Joe Polman is Associate Dean for Research in the School of Education and Professor of Learning Sciences & Human Development. Before coming to CU Boulder in 2012, he was on the faculty of the University of Missouri-St.Louis, where he was Professor, Chair of the Division of Teaching and Learning, and Associate Director of the E. Desmond Lee Technology and Learning Center. He serves on the editorial boards of Journal of the Learning Sciences and Cognition and Instruction. He has been an active contributor to the learning sciences community over the past 30 years, and is a past president and Fellow of the International Society of the Learning Sciences.

Education听

PhD听Learning Sciences, Northwestern University, 1997
BA Comparative Literature, Brown University, 1988

Dr. Polman collaborates with other educators and scholars in universities, research and development organizations, community-based organizations, museums, and schools to design and study project-based learning environments for youth and adults. He focuses on learning and identity development connected to practices of science, literacy, history, and journalism, with particular aims of making these pursuits more relevant to learners鈥� lives, and fostering more engaged democratic participation. His research uses sociocultural lenses to focus on learning and identity development as young people participate in media construction related to their lives and communities.

Over the years, his research and development has received over $10million in generous support from the National Science Foundation, the Spencer Foundation, the U.S. Department of Education, the National Institutes of Health, and the McDonnell Foundation.

Dr. Polman teaches undergraduate and graduate courses in the Learning Sciences and Human Development (LSHD) program area. These include EDUC 4112/5112: Adolescent Development and Learning for Teachers, and Critical Introduction to Learning Theory and Practice, Part 1. He also mentors students in the MA in LSHD and PhD in Education programs who are focusing on LSHD.

As Associate Dean for Research, Dr. Polman seeks to contribute to a positive and thriving research and development culture in the School of Education, by working with faculty, staff, and students, especially on seeking and leading projects and partnerships that improve educational opportunities and contribute to knowledge. He works on collaborative projects with educators in schools, museums, and community-based programs Colorado and several locations across the United States.

(For complete list of publications, please see the faculty member's curriculum vitae.)

Books

Wilkerson, M. H., & Polman, J. L. (Eds.) (2022). Situating data science: Exploring how relationships to data shape learning. Routledge.

Boardman, A. G., Garcia, A., Dalton, B., & Polman, J. L. (2021). Compose our world: Project based learning in secondary English language arts. Teachers College Press. This book was a finalist for the Literacy Research Association鈥檚 Edward B. Fry Book Award.

Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). (2014). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volumes 1-3. Boulder, CO: International Society of the Learning Sciences.

Polman, J. L. (2000). Designing project-based science: Connecting learners through guided inquiry. New York: Teachers College Press.

Refereed Journal Articles

Parekh, P., Polman, J. L., Kane, S., & Shapiro, R. B. (2023). . Journal of the Learning Sciences. 32 (4-5), 487-533.

Weidler-Lewis, J., Graville, C. S., & Polman, J. L. (2022). . Mind, Culture, and Activity, 29 (1), 43-59.

Hinojosa, L., Riedy, R., Polman, J., Swanson, R. Nuessle, T., Garneau, N. (2021). . Citizen Science: Theory & Practice, 6(1), pp. 1-15.

Verhoeven, M., Polman, J. L., Zijlstra, B., & Volman, M. (2021). . Mind, Culture, and Activity, 28(2), 125-137.

Gebre, E. H., & Polman, J. L. (2020). . Learning, Culture and Social Interaction, 24, 1-15.

Gebre, E. H., & Polman, J. L. (2016). . International Journal of Science Education, 38(18), 2667-2687.

Polman, J. L., and Gebre, E. H. (2015). . Journal of Research in Science Teaching. doi: 10.1002/tea.21225

Polman, J. L., and Hope, J. M. G. (2014). . Journal of Research in Science Teaching, 51 (3), 315-341.

Polman, J. L., Newman, A., Saul, E. W. & Farrar, C. (2014). . Science Education, 98(5), 766-791. doi: 10.1002/sce.21114

Polman, J. L. (2010). The zone of proximal identity development in apprenticeship learning. Revista de Educaci贸n (special issue on Identity and Education),353 (September-December) , 129-155.听

Polman, J. L., and Miller, D. (2010). .听American Educational Research Journal, 47 (4), 879-918.

Polman, J. L. (2006). . The Journal of the Learning Sciences . 15 (2), 221-259.

Polman, J. L. (2004). . Cognition and Instruction , 22 (4), 431-466 .

O'Neill, D. K., & Polman, J. L. (2004). . Journal of Research in Science Teaching, 41 (3), 234-266.

Book Chapters

Stamatis, K., Manriquez-Hernandez, J., & Polman, J. L. (2023). Youth curation as collective disruption: Making in museums during the Covid-19 pandemic. In R. M. Reardon & J. Leonard (Eds.), School-University-Community Research in a (Post)COVID-19 World (pp. 181-205). Information Age Publishing.

Herrenkohl, L. R., & Polman, J. L. (2018). Learning within and beyond the disciplines. In Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.). International handbook of the learning sciences (pp. 106-115). Routledge/Taylor & Francis.

Polman, J. L. (2012). Trajectories of participation and identification in learning communities involving disciplinary practices. In D. Yun Dai, (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 225-242). New York: Routledge.