Kristen Bethke Wendell
Kristen Wendell earned her Ph.D. in science education from Tufts University and her M.S. in aeronautics and astronautics from MIT. She received her B.S. in mechanical and aerospace engineering from Princeton University. Wendell joined Tufts from her role as faculty at University of Massachusetts Boston's Center of Science and Mathematics in Context, where she was awarded two NSF grants: one, a CAREER Award, on the use of community-based engineering to prepare novice urban elementary school teachers in science and engineering; and the other on supporting urban students' engineering discourse. In 2016, she was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) by the U.S. government.
Kristen Wendell's research area is engineering education. Her research group studies learning and teaching dynamics in a range of engineering learning environments. Wendell is especially interested in learning experiences that are consistent with the work of disciplinary communities (e.g., practicing scientists and engineers) while also enabling knowledge construction by the learners. She seeks to shed light on barriers that prevent both teachers and learners – especially those from historically marginalized groups – from meaningful participation in engineering. Major projects emphasize community-based engineering curricula and professional development, engineering discourse studies in elementary classrooms, multimedia design notebooking, and responsive teaching for engineering. Wendell’s lab is located at the Tufts Center for Engineering Education and Outreach (CEEO). Below are highlights from recent and ongoing projects, most supported by the National Science Foundation. Wendell is working with Chelsea Andrews, Ethan Danahy, Patricia Paugh, and teachers in South Boston to develop and study a new tablet-based design notebooking app built to promote collaboration and sense-making. http://designkeeper.me Work Wendell group alumna Jessica Swenson investigates how undergraduates work together on homework problems in engineering science courses such as fluid mechanics. She seeks to understand the stances and triggers that enable engineering students to engage in sense-making and conceptual knowledge development. In collaboration with Patricia Paugh, Christopher Wright, and teacher partners, the reflective decision-making project aimed to uncover the language demands that elementary students must negotiate to make informed, collaborative decisions during an engineering design process. With Jessica Watkins, Aaron Johnson, and the support of the CEEO’s Novel Engineering project, Wendell looked at whether and how elementary teachers develop a responsive teaching approach to engineering pedagogy, which requires strategies for eliciting, interpreting, and responding to rich student thinking. The Community-Based Engineering project and the ConnecTions in the Making project, both in collaboration with Tejaswini Dalvi at UMASS Boston and local teachers and administrators, support teachers in learning to integrate engineering design with science inquiry in elementary classrooms, in a context of solving local problems that matter in their students’ communities. The Designing Biomimetic Robots project with Debra Bernstein and Gilly Puttick at TERC and Ethan Danahy and Fay Shaw at Tufts leverages advances in educational robotics to develop, refine, and study the impact of a biomimetic robotics design curriculum for sixth through eighth grade students.