Brian Gravel is an Assistant Professor in the Department of Education at Tufts University, and he is a Co-PI on the Re-Making STEM project. He studies how people of all ages use representations to work and learn in STEM. As a former engineer and teacher, he has always loved building things and exploring how material behave and interact. He worked closely with the Malden school community to build Nedlam’s Workshop, a making space in the high school where Re-Making STEM is taking place.
Aditi Wagh is a post-doctoral scholar in the Department of Education at Tufts University. She studies how learners engage in building computational models and physical artifacts, and how these constructions support science learning and computational thinking. Her research advances conversations around design of these environments and learning in three interrelated ways: 1) Designing and investigating accessible entry points into computational making and modeling; 2) Supporting meaningful integration of these activities into existing practices in formal and informal learning environments; 3) Examining how to support sustained engagement in building.
Maria Olivares Pasillas
Maria C. Olivares Pasillas is Co-PI for Re-Making STEM and a postdoctoral fellow at TERC. She received her PhD from the University of California, Los Angeles, Graduate School of Education and Information Studies. Maria is interested in understanding how Students of Color come to think of themselves as STEM-doers and how curricular reform initiatives can support students in their development of strong STEM identities through personally meaningful and enriching experiences with STEM-doing.
Eli Tucker-Raymond is Co-PI of the Remaking STEM project. His work focuses on understanding the role of humanizing STEM learning environments for teachers and young people from communities of color. He is particularly interested in the ways in which intersections of new media and STEM can support the development of robust identities and learning trajectories.
Amon Millner is an Assistant Professor of Computing and Innovation at the Olin College of Engineering. He directs the Extending Access to STEM Empowerment (EASE) Lab. He teaches courses, engages in research, and releases products that are guided by his mantra: make things; make a difference; make your way. Millner develops systems that lower the barrier for entry into computing. See Scratch and Fab Labs as example efforts for which Millner has served on the core team.
An engineer, arts educator, and learning sciences researcher, Dionne Champion is a postdoctoral fellow at TERC. Her research focuses on the design and ethnographic study of environments that blend STEM and creative embodied learning activities. She is interested in developing programs that engage children in authentic STEM experiences.
Ezra Gouvea studies the flow of emotion inside real moments of math and science practice. He is currently a graduate student in the STEM Education PhD program at Tufts University. He thinks of his research path in the learning sciences as grounded in his experience of disciplinary affect, distributed cognition, and dynamic development within research level mathematics.
Ada Ren is a Research & Development Specialist at TERC. Her work in Re-Making STEM focus on designing and implementing activity design structures of the teacher professional development workshops. With depth of experience in graphic design, branding, web development, videography, quantitative research, and many making-related hobbies, she supports the project in many ways.
James Adler is an Associate Professor in Mathematics at Tufts University. His research is in scientific computing, particularly in the area of computational and applied mathematics His work focuses on the numerical simulation of nonlinear systems of differential equations that are used to model multi-scale physical systems, such as in complex fluids, electromagnetic phenomena, and poroelastic media.
Tim Atherton is Associate Professor of Physics at Tufts University. He obtained his PhD from the University of Exeter in the UK and was a postdoctoral scholar at Case Western Reserve University. His research interests are in Theoretical Condensed Matter Physics, with a particular focus on Soft Matter, and Physics Education Research.
Ann S. Rosebery is co-Director of the Chèche Konnen Center, TERC, Cambridge, MA. Her research focuses on improving learning opportunities for students from non-dominant groups and related issues of teacher professional development. A major focus is cultivating teachers’ interpretive power, using classroom discussion as a focus for inquiry into students’ sensemaking. Currently, she is investigating the affordances of an ArtScience approach for engaging students in complex scientific domains (human microbiome, climate change). She has authored numerous scholarly and practice-oriented articles and books.