Jen Lineback, Ph.D.
Dr. Jennifer Evarts Lineback
- Part-Time Faculty
- Biology Department & School of Education
- Email: JenLineback@pointloma.edu
- Phone: 619-849-2974
- B.S., Zoology, Miami University, Oxford, OH
- B.A., Chemistry, Miami University, Oxford, OH
- M.S., Zoology, Miami University, Oxford, OH
- Ph.D., Mathematics and Science Education, University of California, San Diego, San Diego State University
Dr. Lineback earned her B.S. in Zoology and B.A. in Chemistry from Miami University in Ohio. After remaining at Miami to earn her M.S. in Zoology (with an emphasis in freshwater ecology), she spent the next ten years teaching Biology and Environmental Science at the high school level at several schools in the U.S. and overseas (in Trinidad!). In 2007, Dr. Lineback returned to the U.S. to pursue a doctoral degree in the joint Math and Science Education program offered by the University of California, San Diego and San Diego State University. Her area of specific focus for her dissertation was the teaching and learning of scientific inquiry in the classroom. In 2011, she joined the PLNU Biology faculty as an adjunct professor.
Introduction to Biology
Research Methodology (Biology Education)
Ecology of Plants and Animals (Biology Seminar)
Math Methods (School of Education)
Research Methodology (School of Education)
My primary research foci are: (1) the teaching and learning of scientific inquiry, and (2) the enactment and consequences of responsive teaching in the science classroom. Specifically, I am interested in working with practicing and pre-service teachers at various grade levels (e.g. elementary, secondary, and post-secondary) to incorporate novel approaches to teaching scientific inquiry. My focus has been, and continues to be, centered on encouraging teachers to teach more responsively to their students’ thinking. I am interested in exploring how teachers learn and implement new teaching strategies, like responsive teaching, in their classroom and assessing the implications of such novel instructional approaches on student engagement, conceptual understanding, and performance on assessments.
- Lineback, J. E. (2013). The redirection: An indicator of how teachers respond to student thinking. (under revision)
- Lineback, J. E. (2013). A comparison of methods by which to examine teacher responsiveness in situ. (under revision)
- Lineback, J.E. & Maskiewicz, A. C. (2013). Four elements of responsive teaching that can encourage students’ productive scientific reasoning. (in preparation)
- Lineback, J.E. (2013). Mrs. Miller’s evolution in responsiveness: How one teacher changed in how she responded to her student’s thinking over time. (in preparation)
- Maskiewicz, A. C. & Lineback, J. E. (2013). Misconceptions are so ‘yesterday’! CBE – Journal of Life Science Education, 12, 1-5.
- Fisher, K. M., Williams, K. S., & Lineback, J. E. (2011). Osmosis and diffusion conceptual assessment. CBE – Journal of Life Science Education, 10, 418-429.
- Lineback, J. E. & Goldberg, F. (2010, June). Using changes in framing to account for differences in a teacher’s classroom behavior. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 145-152). International Society of the Learning Sciences: Chicago IL.
- Nowlin, W. H., Evarts, J. L. & Vanni, M. (2005). Release rates and potential fates of nitrogen and phosphorus from sediments in a eutrophic reservoir. Freshwater Biology, 50, 301-322.
- Evarts, J. L., Rasweiler, J. J., Behringer,R. R., Hennighausen, L. & Robinson, G.W. (2004). A morphological and immunohistochemical comparison of mammary tissues from the short-tailed fruit bat (Carollia perspicillata) and the mouse. Biology of Reproduction, 70, 1573–1579.