Scholar
Lauren Vogelstein
Google Scholar ID: Lg9Z34kAAAAJ
Assistant Professor of Technology, Media, & Learning Teachers College, Columbia University
Citations & Impact
Citations
148
H-index
6
i10-index
2
Publications
20
Co-authors
0
Publications
Resume (English only)
Academic Achievements
- Recent Grant Funding: $858,997, Co-PI - Applying a complex systems perspective to investigate the relationship between choreography and agent-based modeling as tools for scientific sense-making (NSF Funded AISL - 2021-2024, Dr. Dionne Champion PI, Lauren Vogelstein (Co-PI) & Aditi Wagh (Co-PI)); Selected Publications: 'Prolepsis & telos: Interpreting pedagogy and recovering the role of imagination in the mediation of youth learning' in Journal of the Learning Sciences; 'Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning' in ZDM Mathematics Education 51(2).
Research Experience
- Visiting Assistant Professor of Dance Education and Affiliated Researcher at Arnhold Institute for Dance Education Research, Policy, & Leadership, Teachers College, Columbia University (Nov 2023-Aug 2024); Postdoctoral Associate at University of Pennsylvania (Nov 2023-Aug 2024) working on NSF-funded grant 'Engaging High School Youth in Algorithmic Justice Through Audits of Designed and Everyday Machine Learning Applications' (PIs: Yasmin Kafai and Danaë Metaxa); Postdoctoral Associate at New York University (2022-2023) participating in 'Participating in Literacies & Computer Science (PiLa-CS)' (PIs: Christopher Hoadley, Jasmine Ma, and Laura Ascenzi-Moreno).
Education
- PhD in Learning and Design from Vanderbilt University (2022), dissertation on 'Choreographic ways of knowing as generative sites for STEM learning, design, and analysis'; MA in Learning Sciences from Northwestern University (2016), thesis on 'Lucy the Chipmunk Defender: Embodied learning on the elementary school playground'; BS in Mathematics and BFA in Dance with a concentration in Choreography from Fordham University/The Alvin Ailey School (2013).
Background
- Studies how embodied theories of learning, informed by the expressive and artistic practices of dancers and choreographers, can reframe what is learned in STEM environments, how it can be learned collectively, and who is involved in expanding the pedagogical implications of this work. In other words, studies how people learn from an embodied and interactionist perspective in order to better design expansive STEM learning environments for students.
Co-authors