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This new book presents 28 memoranda from leading scholars, offering concise commentary on a range of topics that connect shared interests in understanding how learning under algorithmic conditions is newly embodied, more-than-human, political, and all too compliant with speculative capital and techno-economic proceduralism.
The manuscript will be published in Spring 2025 by the University of Minnesota Press.
Combining computer science, spatial justice, and critical geographies, we explore ways to teach CS that expand who studies computing, and how new approaches may transform computing and engineering fields. This project studies new course designs to for undergraduate and graduate computing, as well as the creation of new software tools to facilitate teaching spatial justice and critical cartography alongside computer programming with Python.
Funded by the Mozilla Foundation.
We are mapping schools to better understand the spatial environment where learning occurs, using sensory ethnography, experimental cartography, and participatory design. Researchers combine ethnographic investigations of schools and their communities, with historical and current geospatial data to gather the context of learning in school sites. This knowledge is combined through collaborative research with high school and middle school students, using 3D environments and sensors to investigate the material and affective aspects of their schools.
Funded by the Spencer Foundation.
This work is motivated by a desire to understand if and how pedagogues can create intimacy and social bonding through deliberate, disciplinary (rather than content-free) pedagogical routines. Learning scientists have demonstrated that designing learning environments to support strong positive relationships can result in deep disciplinary learning. Choral education scholars repeatedly call attention to how positive relationships are a common outcome of participation in choir. However, scholars have rarely brought these two fields of study into conversation to understand how the learning of relational orientations takes place at individual, sectional, and choir-wide levels, how it intersects with the making of music and learning of musical concepts, and how teachers’ pedagogical choices support this learning. This study is based on an ethnography I conducted with a college-level choir over the course of a semester, and included field notes, video- and audio-records of each rehearsal and performance, and interviews with students and the conductor.
This is an international research project with historians and educators, including colleagues in Mexico and Canada, exploring 17th century archives in Puebla, Mexico. The project traces the spread of mathematical knowledge, along with colonial bias, as it spread from Spain to Mexico, and aroud the globe.
Funded by the Social Sciences and Humanities Research Council of Canada.
Preparing teachers to integrate art, aesthetics, and creativity into school STEM education through hands-on lab work, and school-based apprenticeships. Studying how new approaches might lead to institutional change, in close partnership with New York City public schools.
Funded by the National Science Foundation and State University of New York (SUNY).
This ongoing study examines asynchronous voice discussions in online courses using VoiceThread, a platform for voice, text, and video communication. While most research focuses on text-based messaging or video conferencing, this study investigates voice-based discussion forums. Adapting methods from Zhu, Herring, and Bonk (2019), it analyzes speech acts and linguistic patterns through CMC speech acts analysis and Linguistic Inquiry and Word Count (LIWC). The study tracks three students’ participation over a semester, exploring how varying levels of engagement influence communication styles.
This project explores the ways that Chat-GPT (and other LLM) can use multiple languages in the same conversation to communicate ideas more clearly. Based on understandings of translanguaging and raciolinguistics, researchers prompt LLM to use Spanish and English, or Chinese and English over the course of a conversation. They analyze conversation in various contexts: casual (e.g. cooking), school academics (e.g. NYS regents), general knowledge (e.g. who’s the actor in Attack the Block?). They compare the LLM’s method of translanguaging to the documented approaches used by human speakers, examining the syntax, morphology, lexical structures, and content of the conversations.