Nonye M. Alozie

Aloyzie-Nonye-bio pic 2022
DEPUTY DIRECTOR, STEM & CS / PRINCIPAL Education Researcher, SRI Education

Nonye M. Alozie, PhD, has more than 10 years of experience in science education, learning sciences, standards-based assessment and curriculum design using evidence-centered design, classroom research, evaluation research, and scientific discourse. She is particularly interested in exploring how artificial intelligence (AI) can be leveraged to increase understanding of learning, knowledge sharing and creation, and human interactions in educational and professional settings. Alozie enjoys serving as an advisor and thought partner on AI-related research and product development.

At SRI, Alozie designs and develops teaching and learning resources and materials that use AI to capture human behavior in collaborative settings and enhance learning in science. She explores ways to use AI to provide speech-based and behavior-based insights into how people learn and communicate when collaborating to solve problems. In other projects that leverage technology in teaching and learning, Alozie designs and develops curriculum materials that integrate science, computer science, and engineering, along with teacher supports for computer science curriculum implementation.

Access, equity, and inclusion are important components of Alozie’s work, leading her to disseminate three papers describing an equity and inclusion framework for assessment and curriculum design. Alozie believes that for access, equity, and inclusion to be successful, systemic change and integration of actionable principles are essential. This framework guides her project work, particularly in AI, assessment, and curriculum design.

Alozie also conducts evaluations of STEM curriculum and teacher professional learning, using mixed-methods approaches. Her evaluation research provides descriptive insights into how teachers and students utilize innovations in science teaching and learning materials.

Before joining SRI, Alozie was an assistant professor at Albion College, a small liberal arts college in Michigan. She taught undergraduate courses in elementary and secondary math and science pedagogy, and elementary and secondary reading in the content area. She also developed and implemented a co-ed molecular biology and biotechnology outreach program for under-resourced and under-represented high school students and a museum studies program for middle school girls.

Alozie has published and presented her work at research conferences including the International Society of the Learning Sciences, the American Educational Research Association, the National Association for Research in Science Teaching, and Educational Data Mining. She also provides interactive workshops for teachers at the National Science Teaching Association.

Alozie was awarded her PhD in science education and MS in ecology and evolutionary biology from the University of Michigan. She has a BS in organismic biology, ecology, and evolution from the University of California, Los Angeles.

Key projects

  • Automated Collaboration Skills Assessment
  • Automated Collaboration Assessment Using Behavioral Analytics
  • Mid-phase EIR Evaluation of Reading Apprenticeship
  • OpenSciEd Impact Evaluation
  • Developing Science Assessments for Language Diversity in Early Elementary Classrooms
  • National Comprehension Center Service Center: Designing for Diversity: A Systematic Curriculum Design Approach for Incorporating Equity and Inclusion Design Principles in STEM
  • Computational Modeling for Integrating Science and Engineering Design: Model Construction, Manipulation, and Exploration
  • Science Projects Integrating Computing and Engineering

Selected publications

  • Rachmatullah, A., Alozie, N., & Yang, H. (2023). Mapping out the structural relationship of middle school students’ use of talk and gestures and group outcomes’ quality in collaborative science problem-solving activities. International Journal of Science Education, 1-48.
  • Alozie, N., Madden, K., Damelin, D., Krajcik, J., & Pellegrino, J. W. (2024). Attending to equity and inclusion in the assessment design process. In C. J. Harris, J. Krajcik, & J. W. Pellegrino (Eds.), Creating and using instructionally supportive assessments in NGSS classrooms (pp. 115–136). NSTA Press.
  • Basu, S., Rachmatullah, A., McElhanney, K. W., Alozie, N., Yang, H., Hutchins, N. M., Biswas, G., & Mills, K. (2024). A comparison of computational practices and student challenges across three types of computational modeling activities integrating science and engineering. In R. Lindgren, T. I.  Asino, E. A. Kyza, C. K. Looi, D. T.  Keifert, & E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences – ICLS 2024 (pp. 1778–1781). International Society of the Learning Sciences. https://repository.isls.org/handle/1/10808
  • Alozie, N., Wingard, A., Fried, R., Lopez-Prado, B., Rachmatullah, A., Som, A., Hsiao, M., Yang, H., & Kim, S. (2022). Exploring the process of group-based collaboration: A validation argument for a collaboration model and observation rubric for training explainable machine learning models. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), ICLSproceedings: 16th International Conference of the Learning Sciences (ICLS) 2022 (pp. 1057–1060). International Society of the Learning Sciences.

Recent publications

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Additional publications

  • Rutstein, D., Alozie, N., Fried, R., Gong, B., Gaylor, E., Parker, C., & Rutherford-Quach, S. (2023, June 28–30). Exploring and learning: Designing Next Generation Science Standards–aligned formative assessments that integrate equity, inclusion, and language and literacy development needs for first grade [Poster presentation]. DRK-12 PI Meeting, Arlington, VA, United States.
  • Rachmatullah, A., Alozie, N., Hsiao, M., Yang, H., & Som, A. (2022). Investigating the relationship among solution quality, group variability in science confidence, and reciprocal participation in online science collaborative problem-solving tasks. International Society of the Learning Sciences (ISLS) Hiroshima, Japan
  • Yang, H., Alozie. N., & Rachmatullah, A. (2022). Collaboration at scale: Exploring member role changing patterns in collaborative science problem-solving tasks. In Proceedings of the Ninth ACM Conference on Learning @ Scale (L@S ’22) (pp. 309–312). Association for Computing Machinery. https://doi.org/10.1145/3491140.3528319
  • Alozie, N., Lundh, P., Laguarda, K., Parker, C., Fujii, R., & McBride, E. (2021). Where is equity and inclusion in curriculum design [White paper]. https://compcenternetwork.org/sites/default/files/SRI_Paper%201_%20D4D_SRIrevisions_Final.pdf
  • Alozie, N., Lundh, P., Yang, H., & Parker, C. E. (2021). The Equity and Inclusion Framework for Curriculum Design; A systematic curriculum design approach for equity and inclusion [White paper]. https://compcenternetwork.org/sites/default/files/SRI_Paper 2_D4D_SRIrevisions_Final.pdf
  • Alozie, N., Yang, H., Beesley, A., & Parker, C. E. (2021). Implementation of the equity and inclusion curriculum development approach: The role of state and local education agencies [White paper]. https://compcenternetwork.org/sites/default/files/SRI_Paper 3_D4D_SRIrevisions_Final.pdf
  • Rutstein, D., Alozie, N., Fujii, R., & Fried, R. (2021). Addressing challenges when designing NGSS aligned 3-dimensional assessments for young learners. International Society of the Learning Sciences (ISLS), Bochum, Germany.
  • Som, A., Kim, S., Lopez-Prado, B., Dhamija, S., Alozie, N., & Tamrakar, A. (2020). A machine learning approach to assess student group collaboration using individual level behavioral cues. ArXiv. https://doi.org/10.48550/arXiv.2007.06667

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