Brian Belland

Assistant Professor

Email: brian.belland@usu.edu
Location: EDUC 207
Office Phone: 797- 2535
Fax: (435) 797-2693

2830 Old Main Hill
Logan, UT 84322

Biography

Brian earned his Ph.D. in Educational Technology in 2008 from Purdue University. He also holds an M. A. in French from Ohio State. He has taught instructional technology/learning sciences, French, and engineering education at Ohio State, Purdue, and Utah State. His research focuses on the use of technology to scaffold middle school students' argumentation abilities, and is supported by a 2010 National Science Foundation CAREER grant (to read more about that project, please click here: Belland NSF CAREER Web Page.

Research Interests

problem-based learning, scaffolding, online learning, service learning, science education

Education

Ph. D., Educational Technology, Purdue University, West Lafayette, IN, 2008
Dissertation: Supporting Middle School Students’ Construction of Evidence- Based Arguments: Impact of and Student Interactions with Computer-Based Argumentation Scaffolds

M. A., French, The Ohio State University, Columbus, OH, 2001

B. A., French, The College of Wooster, Wooster, OH, 1999

Selected Publications

*Gardner, J. L., & Belland, B. R. (2012). A conceptual framework for organizing active learning experiences in biology instruction. Journal of Science Education and Technology, 21(4), 465-475. Available online: http://dx.doi.org/10.1007/s10956-011-9338-8

Fee, S., & Belland, B. R. (Ed.; 2012). The role of criticism in understanding problem solving (Explorations in the learning sciences, instructional systems, and performance technologies). New York: Springer.

Belland, B. R. (2011). Distributed cognition as a lens to understand the effects of scaffolds: The role of transfer of responsibility. Educational Psychology Review, 23, 577-600. Available online: http://dx.doi.org/10.1007/s10648-011-9176-5

Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instructional Science, 39, 667-694. Available online: http://dx.doi.org/10.1007/s11251-010-9148-z

Belland, B. R. (2010). Portraits of middle school students constructing evidence-based arguments during problem-based learning: the impact of computer-based scaffolds. Educational Technology Research and Development, 58(3), 285-309. Available online: http://dx.doi.org/10.1007/s11423-009-9139-4

Belland, B. R. (2010). A gray day for science standards. Tech Trends, 54(5), 18-19.

Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353-364. Available online: http://dx.doi.org/10.1016/j.compedu.2008.09.004

Belland, B. R., French, B. F., & Ertmer, P. A. (2009). Validity and problem-based learning research: A review of instruments used to assess intended learning outcomes. The Interdisciplinary Journal of Problem-Based Learning, 3(1), 59-89. Available online: http://docs.lib.purdue.edu/ijpbl/vol3/iss1/5/

Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. Research in Middle Level Education, 32(9). Available online: http://www.nmsa.org/Publications/RMLEOnline/Articles/Vol32No9/tabid/1948/Default.aspx

Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56, 401-422. Available online: http://dx.doi.org/10.1007/s11423-007-9074-1
**Winning paper of the 2007 Educational Technology Research and Development Young Scholar Award

Belland, B. R., & Belland, J. C. (2008). A case study gone awry. Tech Trends, 52(1), 15

Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., et al. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. The Journal of Computer-Mediated Communication, 12(2), 412-433. Available online: http://dx.doi.org/10.1111/j.1083-6101.2007.00331.x

Belland, B. R., Ertmer, P. A., & Simons, K. D. (2006). Perceptions of the value of problem-based learning among students with special needs and their teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(2), 1-18. Available online: http://docs.lib.purdue.edu/ijpbl/vol1/iss2/3/.

Recent Refereed Presentations

Belland, B. R., *Gu, J., & *Burdo, R. (2012, November). Computer-based scaffolding’s role in developing middle school students’ ability to argue about socioscientific issues. Paper presented at the 2012 AECT International Convention, Louisville, KY.

*Gu, J., & Belland, B. R. (2012, November). A scaffolding framework to promote the transfer of argumentation ability. Paper presented at the 2012 AECT International Convention, Louisville, KY

Belland, B. R., Burdo, R., & Gu, J. (2012, April). Supporting teacher professional development in PBL via distance learning technologies. Paper presented at the 2012 AERA Annual Convention, Vancouver, British Columbia, Canada.

Belland, B. R., Walker, A., *Olsen, W., & Leary, H. (2012, April). Impact of scaffolding characteristics and study quality on learner outcomes in STEM education: A meta-analysis. Paper presented at the 2012 AERA Annual Convention, Vancouver, British Columbia, Canada.

*Drake, J., & Belland, B. R. (2012, April). Enculturating middle school students into the scientific community using scaffolds to promote dialectical argumentation. Paper accepted for presentation at the 2012 AERA Annual Convention, Vancouver, British Columbia, Canada.

Belland, B. R., *Drake, J., & *Liu, Z. (2011, November). Design and evaluation of scaffolds to support middle school students’ construction of evidence-based arguments. Paper presented at the 2011 AECT International Convention, Jacksonville, FL.

West, R., Inan, F., & Belland, B. R. (2011, November). Building up your CV: From Ph. D. student to tenure track faculty. Paper presented at the 2011 AECT International Convention, Jacksonville, FL.

Belland, B. R., *Drake, J., & *Liu, Z. (2011, July). The role of affordances and motives in explaining how and why students use computer-based scaffolds. Paper presented at the 2011 IEEE International Conference on Advanced Learning Technologies, Athens, GA.

*Thomas, J. M., & Belland, B. R. (2011, April). Challenges for elderly populations learning to use information and communications technologies. Poster presented at the 2011 Meeting of the American Educational Research Association, New Orleans, LA.

*Kuo, Y., Walker, A., Eastmond, N., Belland, B. R., & Schroeder, K. (2011, April). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in distance education courses. Paper presented at the 2011 Meeting of the American Educational Research Association, New Orleans, LA.

Belland, B. R. (2010, December). Year 1 of CAREER: Supporting middle school students' construction of evidence-based arguments. Poster presented at the 2010 National Science Foundation DR-K12 PI Meeting.

Napper, V., Belland, B. R., McBride, R. H., & *Gronseth, S. (2010, October). How the AECT code of ethics guides instructional design for cyber learning environments. Paper presented at the 2010 AECT International Convention, Anaheim, CA.

Napper, V., *Gronseth, S., & Belland, B. R. (2010, October). Exploring the code of ethics: Cases and discussion. Paper presented at the 2010 AECT International Convention, Anaheim, CA.

*Gardner, J., Belland, B. R., *Jeon, T., *Clark, R., & Podgorski, G. (2010, October). Testing the effectiveness of teaching microevolution using first principles of instruction. Paper presented at the 2010 AECT International Convention, Anaheim, CA.

Belland, B. R., Walker, A., *Leary, H., *Kuo, Y., & Can, G. (2010, May). A meta-analysis of problem-based learning corrected for attenuation and accounting for internal threats. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO.

Belland, B. R., Kim, C., & Hannafin, M. (2010, May). A conceptual framework for increasing middle school students' science motivation. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO.

Belland, B. R. (2010, May). Being successful with an academic job search in instructional technology. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO.

Awards & Honors

Research Awards

2010 National Science Foundation CAREER Award

2009 American Educational Research Association Instructional Technology Special Interest
Group Best Paper Award
2007-08 Frank B. DeBruicker Graduate Award: Awarded to 2 doctoral students in educational
technology at Purdue per year for excellence in research.
2007 Educational Technology Research and Development Young Scholar Award
2007 American Educational Research Association SIG-PBL Student Researcher Award

Teaching Awards

2011 Exemplary Online Course Award for INST 6310 - Foundations of Educational Technology
Utah State University Regional Campuses and Distance Education

2011        Exemplary Online Course Award for INST 6505 - Foundations of Instructional Technology
                and Learning Sciences
                Utah State University Regional Campuses and Distance Education

2007 Purdue University Graduate Student Award for Outstanding Teaching
2007 College of Education (Purdue University ) Outstanding Graduate Instructor Award
Awarded to one of the College’s TAs per year for excellence in teaching
2006 Department of Curriculum and Instruction (Purdue University) Outstanding Graduate
Teaching Assistant Award?Awarded to one of the Department’s TAs per year for
excellence in teaching (there are approximately 55 TAs in the Department)

Service Awards

2012 Byron R. Burnham Leadership Award
Department of Instructional Technology and Learning Sciences, Utah State University

2010 Educational Technology Research & Development Outstanding Research Reviewer

2007 Interdisciplinary Journal of Problem-Based Learning Student Reviewer of the Year

Projects

Scaffolding middle school students' construction of evidence-based arguments

Validity in Problem-based Learning Research

Problem-based Learning among Students with Special Needs

Grants

Year	Grant Name	Funding Agency	Amount
2010-2015	Research Experiences for Undergraduates Supplement for CAREER: Supporting Middle School Students' Construction of Evidence-based Arguments	National Science Foundation	$14,750
2012-2013	CAREER: Supporting Middle School Students' Construction of Evidence-based Arguments	National Science Foundation	$555,443
2011	Research Catalyst: Laying the Foundation for a Scaffolding Metaanalysis	USU Vice President of Research	$20,000
2008-2009	Supporting Middle School Students' Construction of Evidence-based Arguments: A GEM Application to Support the Development of an NSF CAREER Application	Utah State University Vice President of Research	$5000
2007	Summer Research Grant	Purdue Research Foundation	$2500 plus tuition and fees for 2007 summer session

Teaching

Advising

Integration of research and teaching is more than just a buzz-phrase to me. Research can inform teaching, and vice versa. I believe in working with individual students to learn their goals, and helping them get the experiences they need to reach those goals.

With Master's students, this often involves applying lessons learned through research and teaching to help students navigate the complexities of IRB submissions and integrating technology to improve learning and performance. It also involves putting students in contact with professionals in the area and beyond who can help them pursue their goals.

With PhD students, this often involves making sure that they gain skill in research, teaching and service. In research, I bring beginning students onto collaborative research projects initially in a supportive role, and gradually let them carve out an area of the project about which they are passionate and want to take the lead on. For service, I have agreements with many leading journals to allow me to mentor PhD students in reviewing manuscripts. For teaching, PhD students serve as mentors to undergraduate research assistants.

Courses

INST 6315: Foundations of Educational Technology (Online course; M.Ed. program)

INST 6325: Communication, Instruction, and the Learning Process (Online course; M.Ed. program)

INST 6505: Foundations of Instructional Technology and Learning Sciences(Online and face-to-face course; M.S. program)

INST 6730: Technology and its Role in the Transformation of Education (Online course; M. Ed. program)

INST 6870, 7870: Instructional Scaffolding Seminar (Face-to-face course; Ph. D. and M. S. programs)

EDUC 6550: Research for Teachers (Online course; College wide research methodology course for master's degree-seeking teachers)

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Instructional Technology and Learning Sciences Emma Eccles Jones College of Education & Human Services