Examining the absorptive capacity of an elementary school to expand data science curriculum development through a research-practice partnership Available to Purchase

Danielle Herro (PhD, University of Wisconsin-Madison) is a Professor of Learning Sciences in the College of Education at Clemson University and Director of the CLEaR Lab. Danielle is a former elementary teacher, technology coordinator and district administrator who has spent her career working with K-12 teachers and students. At Clemson, Herro teaches Learning Sciences Seminar courses, STEAM education courses and doctoral courses focused on ways people learn with social media, games and emerging technologies. Her current funded work is through a National Science Foundation project aimed at developing researcher-practitioner partnerships (RPPs) with rural elementary teachers to co-create data science and CT curriculum for their students. She recently co-designed, with teachers, an AI-ethics curriculum offered as a Career and Technical Education elective course for their middle school students. Herro co-authored a book on STEAM education (Quigley and Herro, 2019) and has published over 75 journal articles, book chapters and conference proceedings papers related to digital media and learning.

Jeremiah Akhigbe is a Graduate Student Researcher in the Learning Sciences program in the College of Education at Clemson University, South Carolina. He is also an Assistant Lecturer at the University of Lagos in Nigeria; his background is in science education with specialization in biology. His research interests include learning designs, digital media and learning, data literacy, integrated STEAM education and STEAM professional development. He has co-developed and implemented several projects that prepared K-12 science educators to integrate STEAM across multiple instructional contexts. Aside from teaching and research, Jeremiah is passionate about volunteerism and has participated in internationally funded projects and STEM outreach that focused on the educational development of underserved communities.

Ibrahim Adisa recently obtained his PhD in Learning Sciences from Clemson University and is currently a post-doctoral researcher at Stanford University. Joba’s research focuses on digital learning environment design. He has a background in instructional and learning experience design and earned his M.Ed. in Educational Technology from the University of Ibadan, Nigeria and B.Tech. in Physics Education from Federal University of Technology Minna, NG. Prior to graduate school, Joba worked as a digital learning specialist at Tek-Experts and taught both graduate and undergraduate students for two years at the University of Ibadan, Nigeria. His research interests include fostering socioemotional connections, engagement, participation and immersion in digital learning environments. He enjoys developing interactive courses and programing with Python.

Virginia Clark is a Doctoral Candidate in Clemson University’s Learning Sciences program. She is an interdisciplinary practitioner and scholar who views learning and education through the lens of neuroscience. Virginia is specifically interested in the intersection of neurobiology and learning, and she enjoys large-scale educational data, the integration of cutting-edge neuroimaging techniques and learning in informal contexts, post K-12 and within the workplace.

Armani Morris is a Graduate Research Assistant in the University of Georgia and Clemson University who recently obtained her MA in quantitative methods from the University of Georgia. Her research interests and goals involve creating safe, inclusive and engaging learning spaces for students of color and students with disabilities. She assists with curriculum development, conducts classroom observations and participant interviews and analyzes student and teacher data.