Faculty Profile

Karthigeyan Subramaniam

Title
Associate Professor
Department
Teacher Education and Administration
College
College of Education

    

Education

Certificate, Penn State World Campus, Pennsylvania State University, University Park, 2009.
Major: Educational Technology Integration
Degree Specialization: Post-Baccalaureate
Dissertation Title: Educational Technology Integration
PhD, University of Otago, Dunedin, New Zealand, 2001.
Major: Science Education
Degree Specialization: Science Education and Qualitative Methodology
Dissertation Title: Constructing Classroom Meaning with the Integration of Computer Technology into Teaching
Certificate, Florida, U.S.A., 1995.
Major: Grades 6-12 (Biology)
Degree Specialization: Grades 6-12 (Biology)
Dissertation Title: Grades 6-12 (Biology)
MEd, University of Florida, U.S.A., 1995.
Major: Secondary Science Education
Degree Specialization: Secondary Science Education
Dissertation Title: Secondary Science Education
BS, National University of Singapore, Republic of Singapore, 1993.
Major: Cell & Molecular Biology
Degree Specialization: Cell & Molecular Biology
Dissertation Title: Cell & Molecular Biology

Current Scheduled Teaching*

EDCI 6950.701, Doctoral Dissertation, Spring 2023
EDCI 5030.030, Maintaining Classroom Discipline, Spring 2023
EDEE 3330.016, Teaching Science EC 6, Spring 2023

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDCI 6950.706, Doctoral Dissertation, Fall 2022
EDCI 5030.030, Maintaining Classroom Discipline, Fall 2022 Syllabus SPOT
EDEE 3330.016, Teaching Science EC 6, Fall 2022 Syllabus SPOT
EDCI 6950.706, Doctoral Dissertation, Summer 10W 2022
EDCI 6950.701, Doctoral Dissertation, Spring 2022
EDCI 6950.705, Doctoral Dissertation, Spring 2022
EDEC 6950.702, Doctoral Dissertation, Spring 2022
EDCI 6910.701, Special Problems, Spring 2022
EDEE 3330.006, Teaching Science EC 6, Spring 2022 Syllabus SPOT
EDEE 3330.024, Teaching Science EC 6, Spring 2022 Syllabus SPOT
EDCI 6950.706, Doctoral Dissertation, Fall 2021
EDEC 6950.702, Doctoral Dissertation, Fall 2021
EDCI 5030.030, Maintaining Classroom Discipline, Fall 2021 Syllabus SPOT
EDEE 3330.002, Teaching Science EC 6, Fall 2021 Syllabus SPOT
EDCI 6950.706, Doctoral Dissertation, Summer 10W 2021
EDCI 6950.707, Doctoral Dissertation, Spring 2021
EDCI 5030.026, Maintaining Classroom Discipline, Spring 2021 Syllabus SPOT
EDCI 5030.030, Maintaining Classroom Discipline, Spring 2021 Syllabus SPOT
EDEE 4330.013, Science in Grades EC 6, Spring 2021 Syllabus SPOT
EDEE 4330.014, Science in Grades EC 6, Spring 2021 Syllabus SPOT
EDCI 6910.705, Special Problems, Spring 2021
EDCI 6950.704, Doctoral Dissertation, Fall 2020
EDCI 5030.026, Maintaining Classroom Discipline, Fall 2020 Syllabus SPOT
EDCI 5030.030, Maintaining Classroom Discipline, Fall 2020 Syllabus SPOT
EDEE 4330.004, Science in Grades EC 6, Fall 2020 Syllabus SPOT
EDCI 6950.704, Doctoral Dissertation, Fall 2019
EDCI 5030.030, Maintaining Classroom Discipline, Fall 2019 Syllabus SPOT
EDEE 4330.004, Science in Grades EC 6, Fall 2019 Syllabus SPOT
EDCI 6950.710, Doctoral Dissertation, Summer 10W 2019
EDCI 5030.026, Maintaining Classroom Discipline, Summer 10W 2019 Syllabus SPOT
EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2019 Syllabus SPOT
EDCI 6800.030, Topics in Education, Summer 5W1 2019 Syllabus SPOT
EDCI 6950.708, Doctoral Dissertation, Spring 2019
EDCI 5030.030, Maintaining Classroom Discipline, Spring 2019 SPOT
EDCI 6285.001, Qualitative Data Analysis in Education, Spring 2019 SPOT
EPSY 6285.001, Qualitative Data Analysis in Education, Spring 2019 SPOT
EDCI 6950.704, Doctoral Dissertation, Fall 2018
EPSY 6280.002, Qualitative Research in Education, Fall 2018 SPOT
EDEE 4330.004, Science in Grades EC 6, Fall 2018 Syllabus SPOT
EDCI 6900.716, Special Problems, Fall 2018
EDCI 6910.703, Special Problems, Fall 2018
EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2018 SPOT
EDCI 6800.030, Topics in Education, Summer 5W1 2018
EDCI 6950.704, Doctoral Dissertation, Fall 2017
EDLE 6950.709, Doctoral Dissertation, Fall 2017
EDEE 4330.005, Science in Grades EC 6, Fall 2017 Syllabus SPOT
EDCI 6950.710, Doctoral Dissertation, Summer 10W 2017
EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2017 SPOT
EDCI 5030.031, Maintaining Classroom Discipline, Summer 10W 2017 SPOT
EDCI 6950.708, Doctoral Dissertation, Spring 2017
EDLE 6950.711, Doctoral Dissertation, Spring 2017
EDEE 4330.002, Science in Grades EC 6, Spring 2017 Syllabus SPOT
EDCI 6950.704, Doctoral Dissertation, Fall 2016
EDEE 4330.005, Science in Grades EC 6, Fall 2016 Syllabus SPOT
EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2016 SPOT
EDCI 6800.030, Topics in Education, Summer 5W1 2016 SPOT
EDCI 6950.708, Doctoral Dissertation, Spring 2016
EDCI 6285.001, Qualitative Data Analysis in Education, Spring 2016 SPOT
EPSY 6285.001, Qualitative Data Analysis in Education, Spring 2016 SPOT
EDCI 6900.705, Special Problems, Spring 2016
EDCI 6950.704, Doctoral Dissertation, Fall 2015
EDCI 6285.001, Qualitative Data Analysis in Education, Fall 2015 SPOT
EDEE 4330.004, Science in Grades EC 6, Fall 2015 Syllabus SPOT
EDCI 6900.704, Special Problems, Fall 2015
EDCI 6910.704, Special Problems, Fall 2015
EDEE 4900.700, Special Problems, Fall 2015
EDSE 5004.026, Literacy for All, Summer 10W 2015 SPOT
EDSE 5004.030, Literacy for All, Summer 10W 2015 SPOT
EDCI 5030.026, Maintaining Classroom Discipline, Summer 10W 2015 SPOT
EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2015 SPOT
EDCI 6950.708, Doctoral Dissertation, Spring 2015
EDCI 6285.001, Qualitative Data Analysis in Education, Spring 2015
EPSY 6285.001, Qualitative Data Analysis in Education, Spring 2015
EDME 4330.001, Science in Grades 4 8, Spring 2015 Syllabus
EDEE 4330.004, Science in Grades EC 6, Spring 2015 Syllabus
EDCI 6910.706, Special Problems, Spring 2015
EDCI 6950.712, Doctoral Dissertation, Fall 2014
EDUC 6950.712, Doctoral Dissertation, Fall 2014
EDCI 6285.001, Qualitative Data Analysis in Education, Fall 2014
EDME 4330.001, Science in Grades 4 8, Fall 2014 Syllabus
EDEE 4330.003, Science in Grades EC 6, Fall 2014 Syllabus
EDCI 6900.712, Special Problems, Fall 2014
EDCI 6910.712, Special Problems, Fall 2014
EDSE 4060.026, Content Area Reading in Secondary Schools, Summer 10W 2014
EDSE 4060.030, Content Area Reading in Secondary Schools, Summer 10W 2014 Syllabus
EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2014
EDCI 5030.031, Maintaining Classroom Discipline, Summer 10W 2014
EDCI 6950.708, Doctoral Dissertation, Spring 2014
EDEC 6950.702, Doctoral Dissertation, Spring 2014
EDUC 6950.701, Doctoral Dissertation, Spring 2014
EDCI 6285.001, Qualitative Data Analysis in Education, Spring 2014
EDCI 6285.791, Qualitative Data Analysis in Education, Spring 2014
EPSY 6285.001, Qualitative Data Analysis in Education, Spring 2014
EDCI 6900.704, Special Problems, Spring 2014
EDCI 6910.706, Special Problems, Spring 2014
EDCI 6950.708, Doctoral Dissertation, Fall 2013
EDEC 6950.704, Doctoral Dissertation, Fall 2013
EDUC 6950.706, Doctoral Dissertation, Fall 2013
EDCI 6285.001, Qualitative Data Analysis in Education, Fall 2013
EDCI 6910.700, Special Problems, Fall 2013
EDSE 5470.030, Maintaining Classroom Discipline, Summer 10W 2013
EDEE 4330.005, Science in Grades EC 6, Spring 2013 Syllabus
EDCI 6280.003, Qualitative Research in Education, Fall 2012
EPSY 6280.003, Qualitative Research in Education, Fall 2012
EDCI 6910.700, Special Problems, Fall 2012
EDSE 5470.026, Maintaining Classroom Discipline, Summer 10W 2012
EDSE 5470.030, Maintaining Classroom Discipline, Summer 10W 2012
EDSE 4070.001, Teaching Diverse Populations, Summer 3W1 2012
EDSE 3500.001, Knowing and Learning in Mathematics and Science, Spring 2012 Syllabus
EDME 4330.001, Science in Grades 4 8, Spring 2012 Syllabus
EDEE 4330.004, Science in Grades EC 6, Spring 2012 Syllabus
EDSE 3500.001, Knowing and Learning in Mathematics and Science, Fall 2011 Syllabus
EDCI 6350.001, Research and Practice of Teaching, Fall 2011
EDSE 5470.030, Maintaining Classroom Discipline, Summer 10W 2011
EDSE 5470.031, Maintaining Classroom Discipline, Summer 10W 2011
EDSE 3500.001, Knowing and Learning in Mathematics and Science, Spring 2011 Syllabus
EDSE 5470.026, Maintaining Classroom Discipline, Spring 2011
EDSE 5470.030, Maintaining Classroom Discipline, Spring 2011
EDSE 3500.001, Knowing and Learning in Mathematics and Science, Fall 2010 Syllabus
EDSE 5470.026, Maintaining Classroom Discipline, Fall 2010
EDSE 5470.030, Maintaining Classroom Discipline, Fall 2010
EDSE 5470.030, Maintaining Classroom Discipline, Summer 10W 2010
EDSE 5470.031, Maintaining Classroom Discipline, Summer 10W 2010
EDSE 3500.001, Knowing and Learning in Mathematics and Science, Spring 2010 Syllabus
EDSE 5470.031, Maintaining Classroom Discipline, Spring 2010
EDSE 3500.001, Knowing and Learning in Mathematics and Science, Fall 2009

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book
Subramaniam, K. (2002). Question and answer modules for exploring life science. 1-10, . Singapore STP Distributors.
Book Chapter
Subramaniam, K., Asim, S., Lee, E., Rideaux, K. (2016). How science teacher educators of color conceptualize and operationalize their pedagogy in science methods courses. Other. 193-214. Springer.
Journal Article
Subramaniam, K., Long, C., Harrell, P., Khan, N. (2022). The stable and persistent alternative conceptions present in prospective elementary teachers’ understanding of average speed. Journal of College Science Teaching. 6. NSTA.
Subramaniam, K. (2022). Pre-Service teachers’ images of scientific practices: A social, epistemic, conceptual, and material dimensions perspective.. Research in Science Education. 17. Springer.
Long, C., Harrell, P. E., Subramaniam, K., Pope, E., Thompson, R. (2022). Strengthening Elementary Preservice Teachers’ Physical Science Content Knowledge: A Three-Year Study. Research in Science Education. https://link.springer.com/article/10.1007/s11165-022-10071-9. Springer.
Subramaniam, K. (2022). Journeys in STEM learning: First-Time experiences of science teaching. Educational Research. 17.
Subramaniam, K. (2022). A phenomenological study of pre-service elementary teachers’ first-time science teaching experiences: A focus on new lived experiences. Teaching Education. Taylor & Francis.
Lee, E., Subramaniam, K., Castro, D. (2022). Early childhood pre-service teachers’ descriptions of equity in science education: A thematic analysis. Early Childhood Education Journal. Dissertation. 10. Springer.
Harrell, P. E., Subramaniam, K., Long, C. S., Thompson, R., Pope, E. (2022). Increasing Hispanics in the educator workforce: A science methods intervention to improve passing rates on an EC-6 science certification examination. Journal of Latinos and Education. 21(2), 11. Routledge Taylor & Francis. https://www.tandfonline.com/journals/hjle20
Subramaniam, K. (2021). An investigation of the organizational impact of computer technology in secondary science classrooms. Eurasia Journal of Mathematics, Science & Technology Education.
Subramaniam, K. Prospective teachers’ pedagogical content knowledge development in an elementary science methods course. Journal of Science Teacher Education.
Harrell, P. E., Kirby, B. S., Subramaniam, K., Long, C. (2021). Are Elementary Preservice Teachers Floating or Sinking in Their Understanding of Buoyancy?. International Journal of Science and Mathematics Education. Plano: Springer Nature.
Muimongkol, S. C., Subramaniam, K., Wickstrom, C. D. (2021). Dimensions and Orientations of Pre-Service Early Childhood Teachers' Conceptions of Teaching Science. Early Childhood Education Journal. New York, NY: Springer.
Subramaniam, K. Teaching qualitative research: Concept mapping as an instructional strategy.. College Teaching.
Harrell, P., Subramaniam, K., Long, C., Kirby, B. Are elementary pre-service teachers floating or sinking to understand buoyancy?. International Journal of Science and Mathematics Education.
Subramaniam, K., Long, C. S., Harrell, P. E., Khan, N. The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed. Journal of College Science Teaching. National Science Teaching Association.
Subramaniam, K., Harrell, P. E., Long, C. S., Khan, N. (2020). Pre-Service Elementary Teachers’ Conceptual Understanding of Average Speed: The Systematicity and Persistence of Related and Unrelated Concepts. Research in Science and Technological Education. 40(2), 45. Taylor and Francis.
Subramaniam, K. (2019). An exploratory study of student teachers’ conceptions of teaching life science outdoors.. Journal of Biological Education. DOI: 10.1080/00219266.2018.1472133(DOI: 10.1080/00219266.2018.1472133), DOI: 10.1080/00219266.2018.1472133. United Kingdom: Taylor & Francis, Ltd.. https://www.tandfonline.com/doi/full/10.1080/00219266.2018.1472133?scroll=top&needAccess=true
Subramaniam, K. (2019). A place-based education analysis of prospective teachers’ prior knowledge of science instruction in informal settings. International Journal of Education Research. -(-), -. United Kingdom: Elsevier.
Long, C. S., Harrell, P. E., Subramaniam, K., *Pope, (2019). Using microteaching to improve preservice elementary teachers’ physical science content knowledge. Electronic Journal of Science Education. 23(4), 16-31. Southwestern University/Texas Christian University. https://ejse.southwestern.edu/article/view/19119
Subramaniam, K., Kirby, B., Harrell, P. E., Long, C. (2019). Using concept maps to reveal prospective elementary teachers’ knowledge of buoyancy. Electronic Journal of Science Education.
Subramaniam, K., Asim, S., Lee, E., Koo, Y. (2018). Student teachers’ images of science instruction in informal settings: A focus on field trip pedagogy. Journal of Science Teacher Education. 29(4), 307-325. Springer.
Subramaniam, K. (2016). Teachers' organization of participation structures for teaching science with computer technology. Journal of Science Education and Technology. 25(4), 527-540.
Subramaniam, K., Harrell, P. E. (2015). An analysis of prospective teachers’ knowledge for constructing concept maps. Educational Research. 57(3), 217-236.
Harrell, P. E., Subramaniam, K. (2015). Elementary pre-service teachers’ conceptual understanding of dissolving: A Vygotskian concept development perspective. Research in Science and Technological Education. 33(3), 304-324.
Harrell, ., Subramaniam, K. A presumption of competence: Elementary pre-service teacher knowledge about dissolving. Journal of Computers in Mathematics and Science Teaching. 33(3), 283-304.
Subramaniam, K. (2014). Prospective secondary mathematics teachers’ pedagogical knowledge for teaching the estimation of length measurement. Journal of Mathematics Teacher Education. 17(2), 177-198.
Subramaniam, K. Student teachers' conceptions of teaching biology. Journal of Biological Education. 48(2), 91-97.
Subramaniam, K., Harrell, P., Wojnowski, D. (2013). Analyzing prospective teachers' images of scientists using positive, negative and stereotypical images of scientists. Other. 31(1), 66-89.
Subramaniam, K. (2013). Examining the content of pre-service teachers' reflections of early field experiences. Research in Science Education. 43(5), 1851-1872.
Subramaniam, K., Harrell, P. E. (2013). Framing prospective elementary teachers' conceptions of dissolving as a ladder of explanations. Journal of Science Teacher Education. 24(7), 1177-1199.
Harrell, P., Subramaniam, K. (2013). Prospective elementary teachers' knowledge of dissolving: A Vygotskian theory of concept development perspective. Other. 1, .
Harrell, P. E., Subramaniam, K. (2013). Prospective elementary teachers' knowledge of dissolving: A Vygotskian theory of concept development perspective. Other. 1, .
Subramaniam, K. (2012). How WebQuests Can Enhance Science Learning Principles in the Classroom. Clearing House. 85(6), 237-242.
Subramaniam, K. (2012). Minority pre-service teachers' conceptions of teaching science: Sources of science teaching strategies. Research in Science Education. 43(2), 687-709.
Eddy, C., Wojnowski, D., Harrell, P., Subramaniam, K., Pratt, S. (2012). Using concept mapping to assess a large-scale project. 2, 446-451. Msida, Malta: Veritas Press.
Harrell, P., Subramaniam, K., Shaker, Z., Wojnowski, D., Eddy, C., Pratt, S. (2012). Using concept maps to assess and categorize elementary pre-service teachers misconceptions. 2, 452-459. Msida, Malta: Veritas Press.
Subramaniam, K. (2010). Clash of the Titans. Science and Children. 47(5), 38-43.
Subramaniam, K. (2010). Integrating writing frameworks into inquiry-based instruction. Other. 19(2), 31-34.
Bullock, P. L., Subramaniam, K., Buenventura, L., Lee, I. (2010). Looking below the surface. An analysis of an elementary teacher education program diversity transformation. International Journal for Cross Disciplinary Subjects in Education. 1(3), 233-242.
Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. Journal of Science Teacher Education. 21(8), 937-951.
Subramaniam, K. (2007). My glass of water has circulating streams in it. Science Scope. 31(3), 63-67.
Subramaniam, K. (2007). Teachers' mindsets and the integration of computer technology. British Journal of Educational Technology. 38(6), 1056-1071.
Subramaniam, K. (2006). Creating a microteaching evaluation form: The needed evaluation criteria. Other. 126(4), 666-677.
Keat, K., Napoli, M., Subramaniam, K., Wilburne, J. (2006). Reconceptualizing preservice teachers' field experiences through a structured reflection model. Other. 5, 1-8.
Subramaniam, K. (2006). Six rules for integrating the arts into science teaching. Science Scope. 29(8), 61-62.
Subramaniam, K. (2005). Digestive links and maps. Other. 17(1), 23-27.
Subramaniam, K. (2005). Visualizing safety in the science classroom. Other. 17(2), 12-15.
Subramaniam, K. (2000). Images of teaching with computer technology: A metaphorical perspective. 55-64. Proceedings of the National Educational Computing Conference, Atlanta, GA. http:/www.eric.ed.gov/
Subramaniam, K. (1999). Practical physics. The Science Teacher. 66(4), 37-39.
Subramaniam, K. (1999). The crystal rap. Other. 7-8.
Subramaniam, K. (1995). The periodic table, more than atoms, protons, neutrons, electron. Other. 28-30.
Popular Press Article
Subramaniam, K. (1997). Accolades to the brain - The cerebrum. 31(3), 188. Journal of Biological Education.
Subramaniam, K. (1997). Accolades to the brain - The medulla oblongata. 31(4), 255. Journal of Biological Education.
Scholarly Note
Subramaniam, K. (2007). Classroom tips, five tips for notebooks and taking notes. Phi Delta Kappa International. http://www.westga.edu/~pdk/Newsletters/2007-2008/02-2008.pdf

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Subramaniam, K., "Charn Fund Award," Sponsored by Chard Fund Review Committee, University of North Texas, University of North Texas, $2000 Funded. (20192020).
Subramaniam, K., "Micro Grant Mentoring Program: Professional Growth," Sponsored by University of North Texas, University of North Texas, $1500 Funded. (August 01, 2017July 01, 2018).
Subramaniam, K. (Co-Principal), Boyd, R. R. (Principal), "Project Nexus," Sponsored by U.S Department of Education, Federal, $985500 Funded. (20122016).
Harrell, P. E. (Principal), Subramaniam, K. (Co-Principal), "EDEE 4330 Leadership Research Academy," Sponsored by University of North Texas – Richard L. and Betty Simms Leadership Development Award, University of North Texas, $5000 Funded. (September 1, 2015August 31, 2016).
Harrell, P. E. (Principal), Eddy, C. M. (Co-Principal), Subramaniam, K. (Co-Principal), Pratt, S. (Co-Principal), Wojnowski, D. (Co-Principal), "Mutual Mentoring Project for Concept Mapping in Mathematics & Science Teacher Education," Sponsored by University of North Texas, University of North Texas, $5500 Funded. (20122013).
Grant - Teaching
Long, C. S., Long, C. S., Boyd, R. M., Khan, N., "Mutual Mentoring: Preparing Effective Science Teacher Educators for K-12 English Learners," Sponsored by University of North Texas, University of North Texas, $3750 Funded. (September 1, 2021 – Present).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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