William Romine, Ph.D.

Department:
Biological Sciences
Title:
Associate Professor
Address:
Biological Sciences 221B, 3640 Colonel Glenn Hwy, Dayton, OH 45435-0001

Dr. William Romine is the director of the Data Science for Education Laboratory (DSEL) at Wright State University.  At DSEL, we use data-driven methods to understand what people know about science and health, how people learn and stay healthy, and why people make certain choices related to their health and learning.  The DSEL lab works on a wide variety of projects related to health and learning.  Some examples include understanding cell phone addiction and its impact on learning and health, sentiments about vaccination and Zika virus disease spread in Twitter users, acceptance of evolution in students and teachers, and the efficacy of using physiological data to classify student engagement in learning activities.  We welcome students who seek data-driven answers to high impact questions related to learning and health.  

Education History: 
  • University of Missouri, 2008-2011, PhD Curriculum and Instruction, Adviser: Lloyd Barrow
  • University of Missouri, 2006-2008, MS Geology, Adviser: Alan Whittington
  • Truman State University, 2003-2005, MA Science Education, Adviser: John Hoffmann
  • Truman State University, 1999-2003, BA Physics

Academics

Teaching: 

BIO 6020/CS 6900: Empirical Analysis

BIO 6020/4020: Philosophy of Science Inquiry

BIO 6920: Senior Seminar: Science and Fake News 

ED 6900: Action Research: Science

 

Research statement: 

Dr. William Romine is the director of the Data Science for Education Laboratory (DSEL) at Wright State University.  At DSEL, we use data-driven methods to understand what people know about science and health, how people learn and stay healthy, and why people make certain choices related to their health and learning.  The DSEL lab works on a wide variety of projects related to health and learning.  Some examples include understanding cell phone addiction and its impact on learning and health, sentiments about vaccination and Zika virus disease spread in Twitter users, acceptance of evolution in students and teachers, and the efficacy of using physiological data to classify student engagement in learning activities.  We welcome students who seek data-driven answers to high impact questions related to learning and health.  

Professional

Publications: 

Mamidi, R., Miller, M., Banerjee, T., Romine, W., & Sheth, A. (2019). A study to identify key topics bearing negative sentiment on Twitter concerning the 2015/2016 Zika epidemic. JMIR Public Health and Surveillance.

 

Kenyon, L., Walter, E., & Romine, W. (2019). Transforming a college biology course to engage students in science and engineering practices: Exploring shifts in knowledge and mechanistic reasoning. In Reiss, M. & U. Harms, p. 84-93. Evolution Education Reconsidered: Understanding What Works. Springer, London.

 

Goodman, G., Banerjee, T., Romine, W., Shimizu, C., & Hughes, J. (2019). Caregiver assessment using smart gaming technology: a feasibility study. Proceeding from the IEEE International Conference on Fuzzy Systems (FUZZ-IEEE). New Orleans, LA.

 

Romine, W., Banerjee, T., & Goodman, G. (2019). Toward sensor-based sleep monitoring with electrodermal activity measures. Sensors, 19(6), 1417.

 

Romine, W., Todd, A. N., & Walter, E. M. (2018). A closer look at the items within three measures of evolution acceptance: analysis of the MATE, I-SEA, and GAENE as a single corpus of items. Evolution: Education and Outreach, 11(1), 17.

 

Tang, N. E., Tsai, C. L., Barrow, L., & Romine, W. (2018). Impacts of enquiry-based science teaching on achievement gap between high-and-low SES students: findings from PISA 2015. International Journal of Science Education, 1-23.

 

Todd, A., & Romine, W. (2018). The Learning Loss Effect in Genetics: What Ideas Do Students Retain or Lose after Instruction? CBE—Life Sciences Education, 17(4), ar55.

 

Sadeghi, R., Banerjee, T., & Romine, W. (2018). Early hospital mortality prediction using vital signals. Smart Health. Online: https://doi.org/10.1016/j.smhl.2018.07.001.  

 

Schroeder, N. L., Yang, F., Banerjee, T., Romine, W., & Craig, S. D. (2018). The influence of learners' perceptions of virtual humans on learning transfer. Computers & Education, 126, 170-182.

 

Castro-Faix, M., Todd, A., Romine, W., & Duncan, R. (June, 2018). Do alternative instructional approaches result in different learning progressions? Proceeding from the International Conference on the Learning Sciences, London.

 

Khedraki, A., Reed, E. J., Romer, S. H., Wang, Q., Romine, W., Rich, M. M., ... & Voss, A. A. (2017). Depressed Synaptic Transmission and Reduced Vesicle Release Sites in Huntington's Disease Neuromuscular Junctions. Journal of Neuroscience, 0313-17.

 

Odom, A. L., Barrow, L. H., & Romine, W. (2017). Teaching Osmosis to Biology Students. The American Biology Teacher, 79(6), 473-479.

 

Miller, M., Romine, W., & Rua, M. (July, 2017). What do undergraduates know about Zika, and what precautions are they willing to take to prevent its spread? Proceeding from the International Conference on Health Informatics and Medical Systems, Las Vegas, NV, USA. 

 

Muppalla, R., Miller, M., Banerjee, T., & Romine, W. (July, 2017). Discovering explanatory models to identify relevant tweets on Zika. Proceeding from the International Conference of the IEEE Engineering in Medicine and Biology Society, Jeju, Korea. 

 

Romine, W., Sadler, T. D., & Wulff, E. P. (2017). Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST). Journal of Science Education and Technology, 1-12.

 

Jaimini, U., Banerjee, T., Romine, W., Thirunarayan, K., Sheth, A., & Kalra, M. (2017). Investigation of an indoor air quality sensor for asthma management in children. IEEE Sensors Letters, 1(2), 1-4.

 

Miller, M., Banerjee, T., Muppalla, R., Romine, W., & Sheth, A. (2017). What are people tweeting about Zika? An exploratory study concerning symptoms, treatment, transmission, and prevention. JMIR Public Health and Surveillance, 3(2), e38.

 

Todd, A., Romine, W. L., & Correa-Menendez, J. (2017). Modeling the Transition from a Phenotypic to Genotypic Conceptualization of Genetics in a University-Level Introductory Biology Context. Research in Science Education, 1-21.

 

Romine, W., Folk, W. R., & Barrow, L. H. (2017). How Does Knowledge of Influenza Reduce Flu-like Illness in High Schools? Health Behavior & Policy Review, 4(3), 224-234.

 

Schroeder, N., Romine, W. & Craig, S. (2017). Measuring Pedagogical Agent Persona and the Influence of Agent Persona on Learning. Computers and Education, 109, 176-186.

 

Todd, A., & Romine, W. L. (2017). Empirical validation of a modern genetics progression web for college biology students. International Journal of Science Education, 39(4), 488-505.

 

Todd, A., Romine, W., & Cook-Whitt, K. (2017). Development and Validation of the Learning Progression-based Assessment of Molecular Genetics (LPA-MG) in a High School Context. Science Education, 101(1), 32-65.

Romine, W. L., & Todd, A. (2017). Valuing Evidence over Authority: The Impact of a Short Course for Middle-Level Students Exploring the Evidence for Evolution. The American Biology Teacher, 79(2), 112-119.

  • Received the NABT BioClub recommendation.

 

Romine, W. L., Walter, E. M., Bosse, E., & Todd, A. N. (2017). Understanding patterns of evolution acceptance—A new implementation of the Measure of Acceptance of the Theory of Evolution (MATE) with Midwestern university students. Journal of Research in Science Teaching, 54(5), 642-671.

 

Romine, W. L., Sadler, T. D., & Kinslow, A. T. (2017). Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio‐Scientific Reasoning (QuASSR). Journal of Research in Science Teaching, 54(2), 274-295.

  • Selected as the NAGT Geoscience Education Research (GER) feature article for February 2017.

 

Todd, A., & Romine, W. L. (2016). Validation of the Learning Progression-based Assessment of Modern Genetics in a college context. International Journal of Science Education, 38(10), 1673-1698.

Sadler, T. D., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio-scientific issues-based instruction: a multi-level assessment study. International Journal of Science Education, 1-14.

Romine, W., Banerjee, T., Folk, W., & Barrow, L. (July, 2016). What motivates high school students to take precautions against the spread of influenza? A data science approach to latent modeling of compliance with preventative practice. Proceeding from the International Conference on Health Informatics and Medical Systems, Las Vegas, NV. (http://worldcomp.ucmss.com/cr/main/papersNew/LFSCSREApapers/HIM3290.pdf)

 

Romine, W., Todd, A., & Clark, C. (2016). How do undergraduate students conceptualize acid-base chemistry? Validation of a concept progression.  Science Education, 100(6), 1150-1183.

 

Romine, W., Miller, M. Knese, S. & Folk, W. (2016). Multi-level assessment of middle school students’ interest in the health sciences: Development and validation of a new measurement tool. CBE: Life Sciences Education, 15, 1-13.

 

Romine, W. & Sadler, T. (2016). Engaging learners in the analysis of scientific literature: A practical strategy for enhancing gifted students’ interest in science. In Taber, K. & S. Manabu, p. 84-93. International Perspectives on Science Education for the Gifted: Key issues and challenges. Routledge, New York.

 

Banerjee, T., Anantharam, P., Romine, W., Sheth, A., & Lawhorne, L. (July, 2015). Evaluating a potential commercial tool for healthcare application for people with dementia.  Proceeding from the International Conference on Health Informatics and Medical Systems, Las Vegas, NV. (http://works.bepress.com/william_romine/19/)

 

Romine, W., & Whittington, A. G. (2015). A simple model for the viscosity of rhyolites as a function of temperature, pressure and water content. Geochimica et Cosmochimica Acta, 170, 281-300.

 

Romine, W., Schaffer, D. L., & Barrow, L. (2015). Development and application of a novel Rasch-based methodology for evaluating multi-tiered assessment instruments: Validation and utilization of an undergraduate diagnostic test of the water cycle. International Journal of Science Education, 37(16), 2740-2768.

 

Sadler, T., Romine, W., Menon, D., Ferdig, R., & Annetta, L. (2015). Learning biology through innovative curricula: A comparison of game- and nongame-based approaches. Science Education, 99(4), 696-720.

 

Kingsley, L. & Romine, W. (2014). Measuring teaching best practice in the induction years: Development and validation of an item-level assessment.  European Journal of Educational Research, 3(2), 87-109.

 

Romine, W., & Sadler, T. D. (2014). Measuring changes in interest in science and technology at the college level in response to two instructional interventions.  Research in Science Education, 1-19.

 

Romine, W., Barnett, E., Friedrichsen, P. J., & Sickel, A. J. (2014). Development and evaluation of a model for secondary evolution educators’ professional development needs. Evolution: Education and Outreach, 7(1), 1-10.

 

Sadler, T. D., Eastwood, J. L., Romine, W. & Annetta, L. (2014). Mission Biotech: Using Technology to Support Learner Engagement in STEM. In Yager R. E. & Brunkhorst, H. Exemplary STEM Programs: Designs for Success. NSTA Press: Arlington, VA.

 

Romine, W. & Walter, E. M. (2014). Assessing the efficacy of the Measure of Understanding of Macroevolution as a valid tool for undergraduate non-science majors.  International Journal of Science Education, 36(17), 2872-2891.

 

Romine, W., Sadler, T. D., Presley, M., & Klosterman, M. L. (2014). Student Interest in Technology and Science (SITS) Survey: Development, Validation, and Use of a New Instrument. International Journal of Science and Mathematics Education, 12(2), 261-283.

 

Romine, W., Barrow, L., & Folk, W. (2013). Exploring secondary science students’ knowledge and misconceptions about influenza: Development, validation, and implementation of a multiple choice influenza knowledge scale.  International Journal of Science Education, 35(11), 1874-1901.

 

Sadler, T., Romine, W. Stewart, P., & Merle, D. (2013).  Game-based curricula in biology classes: Differential effects among varying academic levels. Journal of Research in Science Teaching, 50(4), 479-499. 

 

Romine, W., Banerjee, T., Barrow, L., & Folk, W. (2012). Exploring the impact of knowledge and social environment on influenza prevention and transmission in Midwestern United States high school students. European Journal of Health and Biology Education, 1, 75-115.

 

Romine, W., Whittington, A., Hofmeister, A., & Nabelek, P. (2012). Thermal diffusivity of rhyolitic glasses and melts: effects of temperature, crystals and dissolved water. Bulletin of Volcanology, 74, 2273-2287.

 

Romine, W. & Banerjee, T. (2012). Customization of curriculum materials in science: Motives, challenges, and opportunities. Journal of Science Education and Technology, 21(1), 38-45.

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