• Center for Technology in Learning
• Research Areas
• People
• Projects
• Publications
• Contact
• Search CTL
• Policy Home

Ruchi Tirumala Bhanot

Research Social Scientist

Ruchi is a Research Social Scientist with training in human development, program evaluation, and quantitative research methods, with a focus on adolescent development and educational outcomes.

Her research experience includes studying the informal socialization environments at school and at home linked to adoescents' academic attitudes and self-worth, with a focus on math and science. Before pursuing her Ph.D. in Human Development at the University of Illinois, she worked as a program evaluator in India, where she conducted qualitative formative evaluations of youth programs that focused on positive-youth development and civic education for school and college students.

At SRI, Ruchi has been involved in evaluation efforts of formal and informal technology-integrated education programs, such as Intel Teach Essentials Online and TechPALS. Continuing on her previous experience, she is participating in evaluation of after-school youth programs, studying informal learning environments for the Academy for Young Scientists.

Education 

• Ph.D., Human Development and Family Studies, University of Illinois at Urbana-Champaign, 2007.
• M.S., Human Development and Family Studies, University of Illinois at Urbana-Champaign, 2003.
• B.A., Psychology, College of Wooster, 1998

Professional Experience 

• Research Social Scientist, Center for Technology in Learning, SRI International, Menlo Park, CA. (May 2007 - present)
• International Fellow, American Association of University Women, (2006-2007).
• Graduate Research Assistant, University of Illinois at Urbana-Champaign, Urbana, IL, (2001- 2006)
• Graduate Teaching Assistant, University of Illinois at Urbana-Champaign, Urbana, IL. (2001-2006)
• Program Evaluator, Pravah, New Delhi, India. (2000-2001)

Research Areas at CTL

Evaluation

Current Projects at CTL

• College Success Foundation (CSF) evaluations (Staff)
• Intel^® Teach Essential Online Course Global Program Evaluation (Staff)
• Scenario-Based Learning (Staff)

Past Projects at CTL

• STEM Academies (Staff) ended 2008
• TechPALS: Getting Fractions Right with Technology-Mediated Peer-Assisted Learning (Staff) ended 2008

Publications

• Bhanot, R.T., & Jovanovic, J. (in print). How parent behaviors affect boys' and girls' science achievement beliefs. Applied Developmental Science.
  Read more
  
  
• Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W. R., Nussbaum, M., Claro, S. (2009, October). Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning. Educational Technology Research and Development, doi: 10.1007/s11423-009-9142-9.
  Read more
  
  
• House, A., Tirumala-Bhanot, R., & Michalchik, V. S. (2008). Intel^® Teach Essentials Online: Global Pilot Evaluation Summary. Menlo Park, CA: SRI International.
  Read more
  
  
• House, A., Tirumala-Bhanot, R., Lundh, P., & Michalchik, V. S. (2008). Intel^® Teach Essentials Online: U.S. Formative Evaluation. Menlo Park, CA: SRI International.
  Read more
  
  
• Jovanovic, J., & Bhanot, R. (2008). Gender Differences in Science. In K. Tobin, & W. Roth (Vol Eds.) (Eds.) The World of Science Education: Handbook of Research in North America (Rotterdam: SensePublishers, in preparation).
  Read more
  
  
• House, A., Tirumala-Bhanot, R., Michalchik, V. S., & Lundh, P. (2007). Intel® Teach Essentials Online: Interim Report for U.S. Formative Evaluation. Menlo Park, CA: SRI International.
  Read more
  
  
• SRI International. (2007). "I think it makes me not give up on dreams. What students say about HERO." Interim Report for College Success Foundation. Menlo Park, CA: SRI International.
  Read more
  
  
• Umaña-Taylor, A. J., Bhanot, R., & Shin, N. (2006). Ethnic identity formation during adolescence: The critical role of families. Journal of Family Issues, 27(3), 390-414.
  Read more
  
  
• Bhanot, R., & Jovanovic, J. (2005). Do parents’ academic gender stereotypes influence whether they intrude on their children’s homework? Sex Roles, 52(3)(9/10), 597-607.
  Read more