Faculty Profiles

• Ph.D. — Education and Psychology, University of Michigan, Ann Arbor (2006)
• M.S. — Developmental Psychology, University of Michigan, Ann Arbor (2002)
• B.A. — Elementary Education with Psychology, Goucher College (1998)

• 2020 – present
  Associate Professor of Educational Psychology
  College of Education, Purdue University
• 2014 – 2020
  Assistant Professor of Educational Psychology
  College of Education, Purdue University
• 2006 – 2014
  Assistant Professor of Educational Psychology
  Rutgers University

My current research involves developing theory and observational measures of collaborative group engagement during complex and authentic learning tasks in science and mathematics, drawing on recent advances in conceptualizing student engagement as productive disciplinary engagement. I am the PI of this National Science Foundation-funded project (2017 – 2021).

A second project building from this NSF grant aims to describe how collaborative groups engagement norms dynamically fluctuate over the course of a science and engineering design unit, the role of authentic unit features and teachers’ interventions for elevating group engagement, and implications for subsequent valuing of science, future intentions to continue to study STEM fields, and remain committed to science literacy. This research is funded by an award from the Clifford B. Kinley Trust (2021-2022).

Additional research investigates how middle school students respond to the motivational features of the inquiry curricula recommended by science education reforms, with interest in promoting students’ sustained motivation and perceptions as doers of science; funded by the Spencer Foundation from 2017-2018.

• Rogat, T.K., Hmelo-Silver, C.E., Cheng, B.H., Traynor, A., Adeoye, T.F., Gomoll, A. & Downing, B.K. (2022). A multidimensional framework of collaborative groups’ disciplinary engagement. Frontline Learning Research, 10(2), 1-21.
• Rogat, T.K. & Linnenbrink-Garcia, L. (2019). Demonstrating Competence Within One’s Group or in Relation to Other Groups: A Person-Oriented Approach to Studying Achievement Goals in Small Groups. Contemporary Educational Psychology, 59. doi:10.1016/j.cedpsych.2019.101781
• Rogat, T.K., Cheng, B.H., Traynor, A., Adeoye, T.F., Gomoll, A., Hmelo-Silver, C.E. & Lundh, P. (2019). Examining group productive disciplinary engagement. In Proceedings of the 13th international conference on Computer Supported Collaborative Learning (CSCL 2019), Lyon, France.
• Rogat, T.K.& Adams-Wiggins, K.R. (2015). Facilitative versus Directive Other-regulation in Collaborative Groups: Implications for Socioemotional Interactions. Computers in Human Behavior. doi:10.1016/j.chb.2015.01.026
• Sinha, S., Rogat, T.K., Adams-Wiggins, K.R. & Hmelo-Silver, C. (2015). Engagement in a technology-mediated environment. International Journal of Computer-Supported Collaborative Learning, 10, 273-307.
• Rogat, T.K. & Adams-Wiggins, K.R. (2014). Other-Regulation in Collaborative Groups: Implications for Regulation Quality. Instructional Science, 42, 879-904.
• Rogat, T. K., Witham, S.A., & Chinn, C.A. (2014). Teachers’ Autonomy Relevant Practices within an Inquiry-based Science Curricular Context: Extending the Range of Academically Significant Autonomy Supportive Practices. Teachers College Record, 116(7), 46 pages.
• Rogat, T.K. & Linnenbrink-Garcia, L. (2013). Understanding the quality variation of socially shared regulation: A focus on methodology. In M. Vauras & S. Volet (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 102-125).London: Routledge.
• Rogat, T.K., Linnenbrink-Garcia, L. & DiDonato, N. (2013). Motivation in collaborative groups. In Hmelo-Silver, C., Chinn, C., Chan, C. & O’Donnell, A. (Eds.), International Handbook of Collaborative Learning (pp.250-267). New York: Taylor & Francis.
• Rogat, T.K. & Linnenbrink-Garcia, L. (2011). Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay between Quality of Social Regulation and Group Processes. Cognition and Instruction, 29, 375-415.
• Linnenbrink-Garcia, L., Rogat, T.K. & Koskey, K.L. (2011). Affect and Engagement during Small Group Instruction. Contemporary Educational Psychology, 36, 13-24.
• Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and Cognitive Engagement in Learning Environments. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475-488). New York: Cambridge University Press.