Kathryn Stofer

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Research Associate Professor, STEM Education and Outreach

University of Florida

United States

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About

Kathryn Stofer is a Research Associate Professor in STEM Education and Outreach at the University of Florida, USA. Her research focuses on public engagement in science, vaccine confidence, and perceptions of science among high school students. Recent articles highlight her work on strategies to enhance public understanding and engagement in science-related topics, as well as addressing disparities in vaccine uptake among adults.

Recent Grants

Grant: Close

Collaborative Curriculum Design for Authentic Agriscience Literacy

Open Date: 2021-02-01

Close Date: 2024-01-31

Grant: Close

Increasing Access to Telemedicine Services through County Extension Offices

Open Date: 2021-01-01

Close Date: 2024-12-01

Grant: Close

Point-of-Care Intervention to Address Financial Toxicity in Patients with Cancer

Open Date: 2020-08-01

Close Date: 2022-07-01

Grant: Close

Multistate Agricultural Literacy Research

Open Date: 2019-10-01

Close Date: 2024-09-30

Grant: Close

Multistate Agricultural Literacy Research

Open Date: 2019-10-01

Close Date: 2024-09-30

Articles (20)

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UNITED STATES

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Corene Matyas

Professor

University of Florida

UNITED STATES

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Heather Nesbitt

Lecturer

Oregon State University

UNITED STATES

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Kathryn Stofer

Research Interests

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About

Recent Grants

Articles (20)

Preparing for Research Engagement at Conference Career Expo Booths

Planning for Casual Public Engagement Events: The Example of "talk science with me"

Resources and Strategies to Build Vaccine Confidence among Adults

Factors Preventing Widespread Vaccine Uptake among Adults

Creating and Maintaining Balance in News Consumption

Getting Engaged: Facilitating Virtual Events for Maximum Accessibility

Adult Vaccine Confidence and Disparities in Florida

Best Practices for Grant Development: Starting With the Idea

U.S. public opinion about the safety of gene editing in the agriculture and medical fields and the amount of evidence needed to improve opinions

Using Social Media to Engage Communities with Research: Accessibility

A randomized group approach to identifying label effects

Scientists need professional development to practice meaningful public engagement

High school students’ perceptions of science and scientists improve following university-based online DNA day

Despite challenges, 2-year college students benefit from faculty-mentored geoscience research at a 4-year university during an extracurricular program

Using Social Media to Engage Communities with Research: Evaluating your Success

Impact of teaching methods on learner preferences and knowledge gained when informing adults about gene editing

University Faculty Perceptions of Climate Change in U.S.

Integrated Academic, Research, and Professional Experiences for 2-Year College Students Lowered Barriers in STEM Engagement: A Case Study in Geosciences

Ocean Data Visualization on a Touchtable Demonstrates Group Content Learning, Science Practices Use, and Potential Embodied Cognition

Initial social network analysis of producers working towards sustainability suggests weak ties and potential fragmentation

Collaborators (8)

Kevin Folta

Lisa Lundgren

Yaguang Zhang

Nikita Soni

Brandon McFadden

Joy Rumble

Corene Matyas

Heather Nesbitt

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