Project 1: Equity Patterns in Classrooms with Computation

We are conducting research on how teachers use the EQUIP analytics tool to attend to equity in their classrooms. Teachers focus on social markers for traditionally marginalized students (e.g., students of color or girls in STEM). Discussions with teachers revealed potential ways to increase participation among these students.

Primary researchers: Niral Shah, David Stroupe, Nickolaus Ortiz, Ai-Khahn Nguyen, Julie Christensen, Sunghwan Byun


  • Shah, N., Ortiz, N. A., Christensen, J., Stroupe, D., & Reinholz, D. (2021). Who participates? Educational Leadership, 78(6), 41-46.
  • Shah, N., Christensen, J., Byun, S., Nguyen, A., Stroupe, D., Ortiz, N. A., & Reinholz, D. (2020). Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms. Computer Science Education, 30(3), 254-278.


  • Ortiz, N. A., Christensen, J., Shah, N., & Stroupe, D. (2019, July). Physics learning through computing: An analysis of equity patterns within physics teachers’ classrooms. Poster presented at the annual Physics Education Research Conference, Provo, UT.

Project 2: Student Identity Development

Our team is investigating how high school students develop and learn in an environment where science is done using computation. Computation provides a new way to understand existing physics concepts, and students can see computation as being applicable to the real world. We find that stereotypes around computation can present a barrier for some students.

Primary researchers: Paul Irving, Danny Caballero, Paul Hamerski, Daryl McPadden

Project 3: Computational Thinking Practices in Computationally Integrated Physics Classrooms

We are developing a framework that outlines important computational thinking practices that students engage in while working through computational learning activities. This framework allows for observable assessment of students’ growth with respect to computational thinking.

Primary researchers: Paul Irving, Danny Caballero, Dan Weller, Theo Bott


Project 4: Teacher Learning Goals around Computation

Our research identifies how teachers’ computational learning goals evolve over their professional development experiences. This research facilitates the design of activities aligned with teachers’ standards, informs future workshop development, and identifies important themes from the perspective of practitioners.

Primary researchers: Paul Irving, Danny Caballero, Dan Weller