Christian Schunn is a Professor in the Dietrich School of Arts and Sciences Department of Psychology who holds a secondary appointment in the School of Education.
Dr. Schunn specializes in psychology and the learning sciences, and his research interests include STEM learning, peer interaction and instruction, engagement and learning, and improvement science for education reform.
Dr. Schunn is also a Senior Scientist at the University of Pittsburgh’s Learning Research and Development Center.
- STEM learning
- Peer interaction and instruction
- Engagement and learning
- Improvement science for education reform
- Wu, Y. & Schunn, C. D. (2023). Passive, active, and constructive engagement with peer feedback A revised model of learning from peer feedback. Contemporary Educational Psychology, 73, 102160. 10.1016/j.cedpsych.2023.102160
- Miller-Cotto, D., & Schunn, C. D. (2022). Mind the gap: How a large-scale course re-design in economics reduced performance gaps. The Journal of Experimental Education, 90(4), 783-796.
- Matthew Cannady, M. A., Chung, J. M., Schunn, C. D., & Vincent-Ruz, P. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59, 101802. 10.1016/j.cedpsych.2019.101802
- Zong, Z., Schunn, C. D., & Wang, Y. (2021). What aspects of online peer feedback robustly predict growth in students’ task performance? Computers in Human Behavior, 124, 106924. 10.1016/j.chb.2021.106924
- Wu, Y. & Schunn, C. D. (2021). The effects of providing and receiving peer feedback on writing performance and learning of secondary school students. American Educational Research Journal, 58(3), 492-526. 10.3102/0002831220945266
- Witherspoon, E., & Schunn, C. D. (2020). Locating and understanding the largest gender differences in pathways to science degrees. Science Education, 104(2), 144-163. 10.1002/sce.21557
- Whitcomb, K. M., Kalender, Z. Y., Nokes-Malach, T. J., Schunn, C. D., & Singh, C. (2020). Comparison of self-efficacy and performance of engineering undergraduate women and men. International Journal of Engineering Education, 36(6), 1996–2014.
- Witherspoon, E., Vincent-Ruz, P., & Schunn, C. D. (2019). When making the grade isn’t enough: The gendered nature of pre-med science course attrition. Educational Researcher, 48(4), 193-204. 10.3102/0013189X19840331
- Fellow, American Association for the Advancement of Science (2011)
- Fellow, Association for Psychological Science
- Fellow, American Psychology Association
- Fellow, International Society for Design & Development in Education