J. Bryan Henderson, Ph.D.
ACADEMIC HISTORY
Ph.D. in Education – Specialization in Science Education
Stanford University – Stanford, CA
๏ Degree awarded: August, 2013
M.S. in Physics
Portland State University – Portland, OR
๏ Degree awarded: June, 2008
Graduate Certificate in Teaching Adult Learners
Portland State University – Portland, OR
๏ Degree awarded: December, 2007
M.S. in Education – Specialization in Postsecondary, Adult, and Continuing Education
Portland State University – Portland, OR
๏ Degree awarded: December, 2006
B.S. in Physics
University of Washington – Seattle, WA
๏ Degree awarded: June, 2004
B.S. in Astronomy
University of Washington – Seattle, WA
๏ Degree awarded: June, 2004
B.A. in Philosophy – Minor Emphasis: Applied Mathematics
University of Washington – Seattle, WA
๏ Degree awarded: June, 2004
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
TEACHING HISTORY
Assistant Professor – Arizona State University (2014 - Present)
Teach EDP 554 (Analysis of Variance Methods), which is a graduate level course in the design of
quantitative research and the family of statistical techniques known as Analysis of Variance
(ANOVA). Also teach EDP 540, which is a graduate level course focusing on various theoretical
views of the nature of learning.
Lecturer – Stanford University (2013 - 2014)
Taught statistics to Stanford Master’s students through an applied approach where, in lieu of
traditional problem sets, students write papers analyzing published research articles through the
new statistical lenses they are developing in class. Lectures incorporate interactive technology
that promotes peer-to-peer discussion. After seven terms of experience as a graduate research
assistant, offered this position due to popular and successful implementation of technology and
peer learning into traditionally lecture-heavy statistics curriculum.
Graduate Teaching Assistant – Stanford University (2009 – 2012)
Seven terms of experience teaching statistics to Stanford Master’s students through weekly
recitation sessions and guest lectures for Dr. Ann Porteus. Initiated and facilitated Dr. Porteus’
adoption of Classroom Response System (CRS) formative assessment technology in her lectures,
as inspired by student feedback on the use of technology and peer learning techniques in my
recitation sessions.
Physics Instructor – Portland Community College Faculty Diversity Internship Program
(2007 – 2008)
Under the guidance of Dr. Bob Drosd, responsible for lecture instruction of a yearlong sequence
in algebra-based physics. Program included frequent training workshops, as the mission of PCC
was to transition from a teaching-centered to a learning-centered ethos. Marked my first use of
CRS technology and peer learning pedagogy in my teaching, and positive student feedback
inspired me to begin PhD study at Stanford University with a focus on the learning science
surrounding formative assessment technology and social learning.
Senior Physics Tutor – University of Washington Office of Minority Affairs Instructional
Center (2000 – 2005)
Under the direction of Stuart Anderson, M.S., provided physics and mathematics instruction to a
robust demographic of undergraduate students via both a drop-in center and weekly lecture-style
workshops. Fluent in teaching all freshman and sophomore level physics courses offered by the
University of Washington. Experience teaching higher-level physics/mathematics is also
possessed. Received multiple awards for teaching performance, and was twice named Most
Outstanding Physics Tutor.
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J. Bryan Henderson, Ph.D.
RESEARCH HISTORY – Educational Research
Post-doctoral Scholar – The Learning Design Group – Lawrence Hall of Science (2013 –
2014)
Assessment development under the guidance of Dr. David Pearson and Jacqueline Barber.
Responsibilities included the development, piloting, and refinement of test items and scenarios to
assess learning progressions in science argumentation for middle school pupils. These
assessments span the verbal, reading, and writing modalities, and also offer teachers practical
tools to assess science argumentation in their classrooms.
Principal Investigator/Teaching Mentor – Industry Initiatives for Science and Math
Education (iiSME) – Stanford University/Sequoia High School (2009 – 2013)
In partial fulfillment of a Stanford PhD dissertation, this four-year action-based research
collaboration with high school teachers incorporated anonymous clicker voting technology to
facilitate peer interaction in science classrooms. Starting with a model of how clickers have been
successfully implemented in higher education, multiple classroom-based experiments were
conducted to test the ecological validity clickers adapted to the K-12 setting. Results from these
experiments were used generate a framework for how technology-driven peer interactions can
benefit younger science learners after controlling for possible discrepancies in teacher fidelity,
prior student performance, and demographics. As a teaching mentor, the iiSME program provided
support for multiple summers of curriculum co-development with teachers.
Graduate Research Assistant – Middle School Learning Progressions in Science – Stanford
University (2011 – 2013)
Assessment creation and item response analysis under the direction of Dr. Jonathan Osborne.
Primary tasks included the creation, administration, scoring, and analysis of assessment items
purporting to gauge middle school student facility with argumentation in a scientific context. This
included iterative question writing based on frequent meetings with teachers, scoring moderation
with colleagues to ensure high inter-rater reliability, and the use of item response theory to test
and refine a learning progression that models the increasingly sophisticated steps a student must
master to form a sound scientific argument. This work is one of the first learning progressions
approaches to science argumentation, and the first such study amenable to psychometric testing.
Graduate Research Assistant – Stanford Academic Language Learning Initiative (SALLI) –
Stanford University (2008 – 2013)
Utilization of mixed methods procedures under the guidance of Dr. Bryan Brown. Primary tasks
included the administration of a nation-wide survey attempting to capture the social, political, and
racial climates experienced by African American students and professionals in scientific
disciplines. Analysis included hierarchical linear modeling (HLM), analysis of variance
(ANOVA), confirmatory factor analysis, and ethnography.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
Graduate Research Assistant – Stanford Physics Reform Project – Stanford University
(2008 – 2010)
Consultation, curriculum design, and mixed methods evaluation of introductory lectures and
laboratories in the Stanford University Department of Physics. Required extensive video analysis
and collaboration with course instructors.
Graduate Research Assistant – Postsecondary, Adult, and Continuing Education Program
(PACE) – Portland State University (2005 – 2008)
Acquisition and analysis of interview and survey data probing undergraduate experiences with
academic advising. Data acquisition included more than thirty interviews conducted with heads of
each academic department at Portland State University. Analysis included a statistical comparison
across departments with respect to how student satisfaction associated with the various methods
of advising provided to them.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
RESEARCH HISTORY – Astrophysical Research
Research Assistant – Joint Institute for Very Long Baseline Interferometry in Europe
(JIVE) – Dwingeloo, Netherlands (2003)
Research incorporating radio telescopes across multiple countries in conjunction with satellite
instrumentation. The primary investigation used data from highly energetic galaxies with black
holes at their center to characterize the expansion rate of the universe. Extensive computer
programming was required. A series of public colloquia discussing this work was given. Awarded
a grant for this research by the Netherlands Foundation for Research in Astronomy.
Undergraduate Research Assistant – Stubbs Research Group – University of Washington
(2001 - 2003)
Tasks included the acquisition and analysis of data primarily concerned with Type IA supernovae
(exploding massive stars) and gravitational microlensing (an indirect way to observe dark
matter—matter which by its nature cannot be seen directly and yet plays an important role in the
gravitational dynamics of the universe) through Dr. Stubbs’ affiliation (PI) with the prestigious
High-z and SuperMACHO collaborations, respectively. This information was used to test theories
on both the large-scale structure of the universe as a whole and the distribution of matter within it.
Undergraduate Research Assistant – Dalcanton Research Group – University of
Washington (2001 - 2003)
Analysis of high-resolution, low-redshift (nearby), spiral galaxies in attempt to best approximate
the surface brightness profiles of various galactic components. These profiles provide clues to
how light (and therefore matter) is distributed throughout the galaxies, and hence changes in these
distributions over time can be monitored. Monitoring these changes helps characterize the
evolution of galaxies in our universe.
Research Assistant – National Optical Astronomy Observatory (NOAO) – Tucson, AZ
(2002)
Pairing of optical NOAO Deep Wide-Field Survey galaxies with their counterparts in the VLA
FIRST radio survey and corresponding investigation into the evolution of their radio luminosity
function (brightness variations over long timescales). The luminosity function provides an
important tool for galactic evolution studies. Awarded a grant for this research by the National
Science Foundation.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
PUBLICATIONS – Peer Reviewed
Henderson, J.B., Osborne, J., MacPherson, A., Szu, E., & Wild, A. (2015). The development of an
empirically validated learning progression for scientific argumentation. Manuscript
submitted for publication.
Henderson, J.B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five
cases for the role and value of critique in the learning of science. Manuscript submitted for
publication.
Pearson, D., Knight, A., Cannady, M., Henderson, J.B., McNeill, K. (in press). Assessment at the
intersection of science and literacy. Theory Into Practice.
Henderson, J.B., Fenton, C., & McNeill, K. (2015). DiALoG: A practical instrument designed for
the assessment of verbal classroom argumentation in real time. Manuscript in preparation.
Henderson, J.B., (2015). Empirical support for the ICAP framework through a multi-year
controlled study of clicker use at diverse secondary school. Manuscript in preparation.
Yao, S.-Y., Wilson, M., Henderson, J.B., & Osborne, J. (in press). Investigating the function of
content and argumentation items in a science test: A multidimensional approach. Journal of
Applied Measurement.
Yao, S.-Y., Henderson, J.B., Wilson, M., Osborne, J., & MacPherson, A.. (2015). Developing an
assessment in scientific argumentation. Manuscript submitted for publication.
Henderson, J.B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning progression for
student argumentation in scientific contexts. In C. P. Constantinou, N. Papadouris & A.
Hadjigeorgiou (Eds.), Science education research for evidence-based teaching and coherence
in learning: E-Book Proceedings of the ESERA 2013 Conference, Part 7 (co-ed. M.
Evagorou & K. Iordanou) (pp. 26-42). Nicosia, Cyprus: European Science Education
Research Association. ISBN: 978-9963-700-77-6
Brown, B., Henderson, J.B., Gray, S., Sullivan, S., Donovan, B., Patterson, A., & Wagstaff, W.
(2015). Jumping through hurdles: On contingencies and african-american science pathways.
Manuscript submitted for publication.
Brown, B.; Parsons, E.; Miles, R.; & Henderson, J.B. (2013) Exploring the alignment of black
scientists with the american scientific community: Does race still matter? Journal of Women
and Minorities in Science and Engineering, 19(2), 95-120.
Brown, B., Henderson, J.B., Gray, S., Donovan, B, & Sullivan, S. (2013). From access to
success: Identity contingencies & african-american pathways to science. Higher Education
Studies, 3, 1-13.
PUBLICATIONS – Book Chapters
Brown, B., Henderson, J.B., & Kloser, M. (2012). Bridging cultures: The role of culturallyrelevant pedagogy, discursive identity, and conceptual continuities in the promotion of
scientific literacy. In C. Lewis & J. Moore (Eds.), African american students in urban
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
schools: Critical issues and solutions for achievement (pp. 185-203). New York, NY: Peter
Lang Publishers.
PUBLICATIONS – Astrophysical Circulars
Henderson, J.B., Brown, M.J.I., Jannuzi, B.T., Dey, A., & NDWFS Team. (2007). FIRST Radio
Galaxies in the NOAO Deep Wide-Field Survey. AAS #201, #86.11U.
Levan, Fruchter, Welch, Palma, Henderson, Siegel, & Burud. (2002). GRB 021211: CTIO
observations. GCN GRB Observation Report, #1758.
PUBLICATIONS – Doctoral Dissertation
Henderson, J.B. (2013). Technology-mediated peer learning: Exploring an emerging trend in
science education with a new framework for differentiating classroom interventions
(Unpublished doctoral dissertation). Stanford University, Stanford, California.
CONFERENCE PRESENTATIONS
Henderson, J.B., Fenton, C., McNeill, K., Pearson, D., & Barber, J. (2015, April). DiALoG: A
practical instrument designed for the assessment of verbal classroom argumentation in real
time. Paper presented for the 2015 Annual Meeting of the National Association of Research
in Science Teaching (NARST), Chicago, IL.
Henderson, J.B., McNeill, K., Knight, A., Berland, L., Gotwals, A., Jiménez-Aleixandre, M. P.,
Osborne, J., Sampson, V., & Zembal-Saul, C., (2015, April). Key challenges and future
directions for research on scientific argumentation. Pre-conference workshop presented for
the 2015 Annual Meeting of the National Association of Research in Science Teaching
(NARST), Chicago, IL.
MacPherson, A., Osborne, J., Wild, A., & Henderson, J.B., (2015, March). Assessing Middle
School Students' Argumentation about Physical Behavior of Matter. Workshop presented at
the 2015 National Science Teachers Association (NSTA) National Conference on Science
Education, Chicago, IL.
Henderson, J.B., (2014, April). Adapting interactive technology to younger science learners with
a new framework for differentiating classroom interventions. Paper presented at the 2014
Annual Meeting of the American Educational Research Association (AERA), Philadelphia,
PA.
Henderson, J.B., (2014, March). Adapting interactive technology to younger science learners
with a new framework for differentiating classroom interventions. Paper presented at the
2014 Annual Meeting of the National Association of Research in Science Teaching
(NARST), Pittsburgh, PA.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
Henderson, J.B., (2014, March). Building learning progressions for scientific argumentation.
Chair of related paper set presented at the 2014 Annual Meeting of the National Association
of Research in Science Teaching (NARST), Pittsburgh, PA.
Henderson, J.B., Osborne, J., MacPherson, A., Szu, E., Friend, M., Wild, A., (2014, March). IRT
analysis of items probing a unidimensional learning progression for argumentation of
increasingly complex structure. Paper presented at the 2014 Annual Meeting of the National
Association of Research in Science Teaching (NARST), Pittsburgh, PA.
Osborne, J., Henderson, J.B., MacPherson, A., & Szu, E. (2013, September). Building a learning
progression for argumentation in science. Paper presented at the Fall 2013 Conference of the
Society for Research on Educational Effectiveness (SREE), Washington, DC.
Henderson, J.B., Osborne, J., MacPherson, A., & Szu, E. (2013, September). A new learning
progression for student argumentation in scientific contexts. Paper presented at the 2013
Biennial Conference of the European Science Education Research Association (ESERA),
Nicosia, Cypress.
Henderson, J.B., Osborne, J., MacPherson, A., & Szu, E. (2013, August). Developing and testing
a learning progression for argumentation in science. Paper presented at the 2013 Biennial
Conference of the European Association for Research on Learning and Instruction (EARLI),
Munich, Germany.
Osborne, J., Henderson, J.B., MacPherson, A., & Szu, E. (2013, April). Building a learning
progression for argumentation in science education. Paper presented at the 2013 Annual
Meeting of the American Educational Research Association (AERA), San Francisco, CA.
Henderson, J.B., Osborne, J., MacPherson, A., & Szu, E. (2013, April). Validating and assessing
a new progress map for student argumentation in science. Paper presented at the 2013
Annual Meeting of the American Educational Research Association (AERA), San Francisco,
CA.
Henderson, J.B., Osborne, J., MacPherson, A., & Szu, E. (2013, April). Developing assessments
for a learning progression in argumentation: Lessons learned. Paper presented at the 2013
Annual Meeting of the National Association of Research in Science Teaching (NARST), Rio
Grande, Puerto Rico.
Henderson, J.B. & Canning, B. (2013, February). Braincandy: Utilizing technology and peer
learning to improve science learning. Paper presented at the 2013 International TeacherScientist Partnership Conference (ITSPC), Boston, MA.
Henderson, J.B., Osborne, J., Szu, E., & MacPherson, A. (2012, April). Assessing scientific
argumentation by middle school pupils and testing a learning progression for argumentation.
Paper presented at the 2012 Annual Meeting of the American Educational Research
Association (AERA), Vancouver, BC.
Brown, B., Henderson, J.B., Gray, S., & Sullivan, S. (2010, May). Alone on the mountain top:
Scientists’ reflections on race, education, and access to science careers. Paper presented at
the 2010 Annual Meeting of the American Educational Research Association (AERA),
Denver, CO.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
Brown, B., Henderson, J.B., & Gray, S. (2010, May). Building bridges toward cognition:
Cultural continuity and the language-identity dilemma. Paper presented at the 2010 Annual
Meeting of the American Educational Research Association (AERA), Denver, CO.
Henderson, J.B., Brown, B., & Gray, S. (2010, March). From access to success: comparing black
students’ and black scientists’ college going experiences. Paper presented at the 2010 Annual
Meeting of the National Association of Research in Science Teaching (NARST),
Philadelphia, PA.
Henderson, J.B., Brown, B., & Gray, S. (2009, April). Isn’t that just good teaching: Disaggregate
instruction and the language-identity dilemma. Paper presented at the 2009 Annual Meeting
of the National Association of Research in Science Teaching (NARST), Garden Grove, CA.
Allen, J., Smith, C., & Henderson, J.B. (2006, December). Academic advising at concordia and
psu: Implications for retention. Paper presented at the 2006 Annual Meeting of the Northwest
Association of Student Affairs Professionals (NASAP), Seaside, OR.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
NONPROFIT WORK
Co-founder – Braincandy.org (2011 - Present)
Most educational assessments focus largely on the correct answers students give. Braincandy.org
believes it is just as important to understand preconceptions behind incorrect answers, so that
teachers are made aware of ideas students possess prior to formal instruction. Hence we recruit
experienced teachers to write Braincandy, which are preconception-based formative assessment
questions focused on STEM content in grades 6-12. We disseminate research-based best practices
as to how Braincandy can be used in conjunction with interactive technology to facilitate social
learning. More information can be found in the Grants section below and at: www.braincandy.org
Director – Stanford Outdoor Education: Ski and Snowboard Program (2010 – 2013)
Directed the transformation of a student club with an $8K annual budget into a new outdoor
education program in the Stanford Athletic Department that provides over $150K in services to
more than one thousand students each year. This included discount ski trips to Lake Tahoe resorts
and discount lodging at our North Lake Tahoe hostel. Also served as the instructor on record for
Athletics 370, which provided students Stanford credit for learning how to ski/snowboard. More
information can be found at: www.powderbound.stanford.edu
PROFESSIONAL SERVICE
Peer reviewer – Journal of Research in Science Teaching (JRST) (2014 - Present)
Served as a peer review referee for two articles to date.
Peer reviewer – Cultural Studies of Science Education (CSSE) (2014 - Present)
Served as a peer review referee for one article to date.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
GRANTS
2015 $10,000 – Mary Lou Fulton Teachers College, Arizona State University. Competitive
internal grant supporting research on the development of DiALoG – a tablet-based
application supporting teachers in the real-time assessment of verbal classroom
interactions.
2013
$8,500 – Graduate School of Education, Stanford University. Competitive dissertation
support grant awarded for outstanding progress on PhD Dissertation at Stanford
University.
2012
$20,000 – Verizon Foundation. Grant supporting tech development for Braincandy.org, a
non-profit I co-founded to disseminate to teachers formative assessment content and bestpractices with interactive peer learning technology.
2012
$13,000 – San Mateo County Workforce Development. Grant supporting two experienced
San Mateo County teacher co-developers for Braincandy.org. As Braincandy Fellows,
these teachers spent the summer of 2012 co-developing content based on common
student preconceptions. These preconception-driven questions, when used in concert with
technology that allows students to vote on these questions anonymously, can facilitate
opportunities for social learning as students work towards reaching voting consensus.
2011
$13,000 – San Mateo County Workforce Development. Grant supporting two experienced
San Mateo County teacher co-developers for Braincandy.org. As Braincandy Fellows,
these teachers spent the summer of 2011 co-developing content based on common
student preconceptions. Teachers also played a central role in helping me design actionbased research in their classrooms.
2011
$10,000 – Motorola Mobility Foundation. Grant supporting tech development for
Braincandy.org. In addition to curriculum design and professional development,
Braincandy.org seeks to make interactive formative assessment technology free for
teachers by placing it in the cloud.
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jbryanh@asu.edu • 360-901-1033 • www.braincandy.org
J. Bryan Henderson, Ph.D.
HONORS AND AWARDS
2014 National Association for Research in Science Teaching (NARST) 2015 Outstanding
Doctoral Dissertation Award – Named one of three finalists.
2009
I. James and Viola Lewis Quillen Fellowship – Assists in both tuition and research
stipends at Stanford University.
2008
Paul DeHart Hurd Fellowship – Assists in both tuition and research stipends at Stanford
University.
2007
Oregon Sports Lottery Scholarship – Merit-based scholarship selected from pool of
Portland State University graduate students who are nominated by their respective
departments.
2005
PSU Graduate Assistantship – Awarded only assistantship position offered for the
Postsecondary, Adult, and Continuing Education (PACE) Program at Portland State
University in Portland, Oregon. Award covers full cost of tuition in addition to monthly
stipends. Three-time recipient.
2003
Mary Gates Research Training Grant – Full tuition grant awarded by the University of
Washington Mary Gates Foundation for excellence in undergraduate research. Sponsored
galaxy research under Dr. Julianne Dalcanton.
2003
Baer Prize for Undergraduate Excellence in Astronomy – Honored as most outstanding
astronomy undergraduate at University of Washington.
2001
NASA Space Grant – Summer research grant awarded by the University of Washington
NASA Space Grant Consortium. Sponsored work at a training telescope in central
Washington State where observations of Type IA supernovae candidates were performed
for the Stubbs Research Group.
2001
Mary Gates Research Training Grant – Full tuition grant awarded by the University of
Washington Mary Gates Foundation for excellence in undergraduate research. Sponsored
work on the SuperMACHO project with Dr. Christopher Stubbs.
2001
University of Washington Instructional Center Outstanding Tutor Award – Honored at
the Instructional Center’s annual awards banquet as the most outstanding tutor in physics
and engineering. Received award for a second time in 2005.
1997
University of Washington Undergraduate Scholar Award – Tuition stipend awarded for
outstanding secondary school scholarship.
1997
Ridgefield High School Valedictorian – 4.0 cumulative GPA. Graduated first in class.
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J. Bryan Henderson, Ph.D.
REFERENCES
Dr. Jonathan Osborne
Professor of Education
Stanford University Graduate School of Education
485 Lasuen Mall – Cubberly #222
Stanford, CA 94305
Phone: 650.725.1247
Email: osbornej@stanford.edu
Dr. Mark R. Wilson
Professor of Education
School of Education – University of California, Berkeley
4415 Tolman Hall
Berkeley, CA 94720
Phone: 510.642.7966
Email: markw@berkeley.edu
Dr. Bryan Brown
Associate Professor of Education
Stanford University Graduate School of Education
485 Lasuen Mall – C.E.R.A.S. #228
Stanford, CA 94305
Phone: 650.725.4662
Email: brbrown@stanford.edu
Dr. P. David Pearson
Professor of Education
School of Education – University of California, Berkeley
5645 Tolman Hall
Berkeley, CA 94720
Phone: 510.543.6508
Email: ppearson@berkeley.edu
Dr. Ann Porteus
Senior Lecturer
Stanford University Graduate School of Education
485 Lasuen Mall – Cubberly #320
Stanford, CA 94305
Phone: 650.723.0794
Email: aporteus@stanford.edu
Dr. Michael J. Smith
Associate Professor of Education
Portland State University Graduate School of Education
P.O. Box 751
Portland, OR 97207
Phone: 503.725.9722
Email: mjsmith@pdx.edu
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