I am an Assistant Professor of Human-Computer Interaction and the Learning Sciences at the NYU Steinhardt School of Culture, Education, and Human Development. My research vision is to use computing education to empower learners who are typically marginalized by technology. To do this, I design and study artistic computing learning environments and technology. I work in collaboration with educators, learners, artists, and community organizations. This work has led me to explore ways for learners to leverage their cultures and values as they build expressive designs with computing. My projects span across computer science, poetry, electronics, visual arts, photography, social action, machine learning, dance, and data science.
I am the PI (i.e. lead researcher) on a National Science Foundation (NSF) grant working with dance and computing educators to examine how the disciplines can be synergistic (STEM+C 1933961). The project investigates the ways physical computing, machine learning, and data science can be valuable for various dance communities. I am also the Co-PI (i.e. a supporting researcher) on an NSF grant exploring the co-design of data literacy and art curricula with middle school art and math teachers (DRK12 1908557). Further, my work exploring commercialization of my educational computing technology has led to acquisition of National Science Foundation Innovation-Corps (I-Corps) funding.
PhD in Human Centered Computing, 2018
Georgia Tech
BSc in Electrical Computer Eng., 2010
Cornell University
Exploring the design of prototyping tools.
Co-designing curriculum and technology to support computational murals with microcontrollers and processing.
Exploring the value of physical computing, data science, and machine learning within communities of dance.
Co-designing data literacy curriculum with middle school art and math teachers.
Exploring the growth and development of a makerspace centered on community engagement.
Exploring the design of circuit modules for physical computing to promote learning
A physical computing and dance experience for young women in middle and high school.
The research presented reports on the qualitative analysis of a laboratory study in which 31 novices work with the Arduino for the first time.
Within this study, we examine the transparency and affordances for interaction of the physical computing hardware tools. Using our findings from this examination, we layout a framework that outlines spectrum of modularity that can be provided to facilitate learning with maker kits.
In this paper, we introduce BitBlox, a set of modular, solderless Breadboards for prototyping circuits. BitBlox attempts to decrease the cognitive load on the user by reducing the complexity found in the standard Breadboard by bringing visibility to the underlying connections within its modules.
Many educational interventions involving computer science and engineering have created interdisciplinary educational experiences to contextualize the learning. Computing projects in these environments are often collaborative and require students with varying backgrounds and perspectives to work together. We propose that the coordination between the participants is facilitated in the presence of their differences through the computational artifacts they create, which serve as boundary objects.