Tracie Reding, Ed.D.
- Research Director
- STEM TRAIL Center
Additional Information
Bio
Tracie Reding, Ed.D., is the Research Director for the STEM TRAIL Center at the University of Nebraska at Omaha. Dr. Reding’s responsibilities include leading project development, data generation and analysis, grant and technical writing, and grant coordination for center-led grants. She also supports UNO faculty and other stakeholders on developing, funding, and executing new projects that fit with the mission of the center. Her research primarily centers around improving educational outcomes for all learners engaging in STEM experiences with an emphasis on the role social networks play in education outcomes.
Dr. Reding has presented her research both nationally and internationally, and she has published in a variety of peer-reviewed journals. Tracie has worked in the education sector for 18 years, with ten of those years as a high school science teacher and administrator. She serves on the executive committee for the Omaha STEM Ecosystem and the advisory board for Nebraska Cures. She was a founding board member for the nonprofit All Betty’s Children and continues to serve on the board today.
Education
Doctor of Education, University of Nebraska at Omaha, 2018
Master's in Education, University of Nebraska-Lincoln, 2004
Bachlor of Science, Biology, University of Nebraska-Lincoln, 2001
Selected Publications
Evans Reding, T., Moore, C., (2023). How Expert and Inexpert Instructors Talk about Teaching. Education Sciences, 13(6), 591.
Evans Reding, T., Moore, C., Pelton, J. A., & Edwards, S. (2022). Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching. Education Sciences, 12(8), 512.
Evans Reding, T., Cutucache, C., Ostler, E., Moore, C. (2021). Assessing a higher education interdisciplinary leadership group using social network analysis. In U. Bakan & S. Berkeley (ed.), Gamification and Social Networks in Education. https://doi.org/10.15340/978-625-00- 0106-6_11
Evans Reding, T., & VanWyngaarden, K., (2020). Determining the University’s Position in a Multi-stakeholder Collaborative Network. Metropolitan Universities Journal, 31(1), 3‐23. DOI: 10.18060/22604
Evans Reding, T., & Dorn, B. (2017). Understanding the Teacher Experience in Primary and Secondary CS Professional Development. In Proceedings of the 2017 ACM Conference on International Computing Education Research (pp. 155-163). ACM.
Evans Reding, T., Squires, A., Grandgenett, N., Keller, S., Grandgenett, H., Hodge, A., Argo, C., Jacobberger, K. (2017). Determining Quantity and Strength of Relationships between STEM Camp Participants and the Math Student Camp Leaders. International Journal of Research in Education and Science, 3(1), 171-179.
Evans Reding, T., Dorn, B., Grandgenett, N., Siy, H., Youn, J., Zhu, Q., Engelmann, C. (2016). Identification of the Emergent Teacher Leaders within a CSE Professional Development Program. In Proceedings for the 11th Workshop in Primary and Secondary Computing Education. Munster, Germany: ACM.
Additional Information
Bio
Tracie Reding, Ed.D., is the Research Director for the STEM TRAIL Center at the University of Nebraska at Omaha. Dr. Reding’s responsibilities include leading project development, data generation and analysis, grant and technical writing, and grant coordination for center-led grants. She also supports UNO faculty and other stakeholders on developing, funding, and executing new projects that fit with the mission of the center. Her research primarily centers around improving educational outcomes for all learners engaging in STEM experiences with an emphasis on the role social networks play in education outcomes.
Dr. Reding has presented her research both nationally and internationally, and she has published in a variety of peer-reviewed journals. Tracie has worked in the education sector for 18 years, with ten of those years as a high school science teacher and administrator. She serves on the executive committee for the Omaha STEM Ecosystem and the advisory board for Nebraska Cures. She was a founding board member for the nonprofit All Betty’s Children and continues to serve on the board today.
Education
Doctor of Education, University of Nebraska at Omaha, 2018
Master's in Education, University of Nebraska-Lincoln, 2004
Bachlor of Science, Biology, University of Nebraska-Lincoln, 2001
Selected Publications
Evans Reding, T., Moore, C., (2023). How Expert and Inexpert Instructors Talk about Teaching. Education Sciences, 13(6), 591.
Evans Reding, T., Moore, C., Pelton, J. A., & Edwards, S. (2022). Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching. Education Sciences, 12(8), 512.
Evans Reding, T., Cutucache, C., Ostler, E., Moore, C. (2021). Assessing a higher education interdisciplinary leadership group using social network analysis. In U. Bakan & S. Berkeley (ed.), Gamification and Social Networks in Education. https://doi.org/10.15340/978-625-00- 0106-6_11
Evans Reding, T., & VanWyngaarden, K., (2020). Determining the University’s Position in a Multi-stakeholder Collaborative Network. Metropolitan Universities Journal, 31(1), 3‐23. DOI: 10.18060/22604
Evans Reding, T., & Dorn, B. (2017). Understanding the Teacher Experience in Primary and Secondary CS Professional Development. In Proceedings of the 2017 ACM Conference on International Computing Education Research (pp. 155-163). ACM.
Evans Reding, T., Squires, A., Grandgenett, N., Keller, S., Grandgenett, H., Hodge, A., Argo, C., Jacobberger, K. (2017). Determining Quantity and Strength of Relationships between STEM Camp Participants and the Math Student Camp Leaders. International Journal of Research in Education and Science, 3(1), 171-179.
Evans Reding, T., Dorn, B., Grandgenett, N., Siy, H., Youn, J., Zhu, Q., Engelmann, C. (2016). Identification of the Emergent Teacher Leaders within a CSE Professional Development Program. In Proceedings for the 11th Workshop in Primary and Secondary Computing Education. Munster, Germany: ACM.