Projects
The Science Escape Room
EXPLORING SCIENCE, COMPUTING, AND PROJECT ENGAGEMENT (ESCAPE) IS A CURRICULUM AND PROFESSIONAL DEVELOPMENT PROJECT DESIGNED TO INTEGRATE MEANINGFUL TECHNOLOGY-FACILITATED PROBLEM-SOLVING AND DESIGN INTO SCIENTIFIC INQUIRY FOR UNDERREPRESENTED POPULATIONS OF STUDENTS IN MIDDLE AND HIGH SCHOOL PHYSICAL SCIENCE CLASSES. THROUGH ESCAPE, TEACHERS ARE TRAINED TO DEVELOP PROJECT-BASED LEARNING (PBL) ESCAPE ROOM PUZZLES THAT TEACH BOTH COMPUTING SKILLS AND PHYSICS CONTENT SKILLS. ESCAPE ROOMS ARE AN INCREASINGLY POPULAR FORM OF PLAY, WHERE SMALL TEAMS WORK TOGETHER TO SOLVE A SERIES OF PUZZLES THAT WILL ENABLE THEM TO UNLOCK A ROOM BEFORE THE ALLOTTED TIME EXPIRES IN ORDER TO WIN (EXITGAMES, 2017). BECAUSE THESE ACTIVITIES ARE COOPERATIVE IN NATURE, IMPOSE A TIME LIMIT, AND REQUIRE PROBLEM SOLVING, THEY BRIDGE THE TRADITIONALLY DISTINCT CATEGORIES OF “GAME” AND “PUZZLE.” WHILE GAMES ARE OFTEN TOUTED AS MOTIVATING CONTEXTS FOR LEARNING (E.G., GEE, 2008; STEINKUEHLER, SQUIRE, & BARAB, 2012), THEY ARE ALSO CULTURAL ARTIFACTS THAT REFLECT A SOCIETY’S UNDERLYING VALUES AND CONCEPTUAL FRAMEWORKS (CHICK, 1998). IN THIS CONTEXT, WE ARGUE THAT ESCAPE ROOMS, AS COOPERATIVE PROBLEM-SOLVING GAMES THAT STUDENTS CAN BOTH PLAY AND CREATE FOR PEERS, ARE OPTIMALLY POSITIONED TO OFFER BOTH A MOTIVATING CONTEXT FOR THE APPLICATION OF COMPUTING AND CURRICULAR CONTENT AND AN IMPORTANT OPPORTUNITY FOR THE LINKING OF SCHOOL AND HOME CULTURES THROUGH CREATIVE STEM ENGAGEMENT. FOR MORE INFORMATION CLICK HERE.
Project ESTITCH
FOCUSING ON GRADES 3-6, THIS CURRICULUM ENGAGES STUDENTS IN COMPUTING ACTIVITIES THAT ARE INTEGRATED WITH MULTIPLE CONTENT AREAS APPROPRIATE FOR A MULTI-SUBJECT CLASSROOM. BY MAKING ETEXTILES, (SEWING CIRCUIT MATERIALS TO PRODUCE WEARABLE ITEMS LIKE T-SHIRTS AND BACKPACKS), STUDENTS ENGAGE IN DESIGNING SOLUTIONS THAT ARE INTELLECTUALLY RIGOROUS AS WELL AS CULTURALLY AND PERSONALLY MEANINGFUL. FOR MORE INFORMATION CLICK HERE.
Project Stitch
THESE PROJECTS REQUIRE STUDENTS TO PROGRAM MICROPROCESSORS TO GATHER AND PROCESS THE DATA NEEDED TO ANSWER A RANGE OF STEM ASSOCIATED QUESTIONS RELATED TO CONCEPTS DRAWN FROM PHYSICS, CHEMISTRY, EARTH SCIENCE, AND LIFE SCIENCE. TEACHERS WILL PARTICIPATE IN A FOUR-DAY PROFESSIONAL DEVELOPMENT WORKSHOP, DURING WHICH TIME THEY WILL BE TAUGHT BOTH HOW TO DO E-TEXTILE PROJECTS AND HOW TO USE E-TEXTILES TO TEACH TO THE VARIOUS STANDARDS REQUIRED OF THEM. IN ADDITION, PROJECT STITCH WILL ALSO PROVIDE TEACHERS ONGOING PD SUPPORT TO FACILITATE THEIR SUCCESS. FOR MORE INFORMATION CLICK HERE.
The authentic maker assessment project
THE AUTHENTIC MAKER ASSESSMENT (AMA) PROJECT PROPOSES TO DEVELOP AND VALIDATE A NEW APPROACH TO QUANTIFY SHIFTS IN MULTIFACETED IDENTITY THAT ARE LOCALLY MEANINGFUL TO PARTICIPANTS IN MAKING CONTEXTS. USING A PHENOMENOGRAPHIC APPROACH (ÅKERLIND, 2005; MARTON, & PONG, 2005) TO COLLECT QUALITATIVE DATA FROM GROUPS OF STUDENTS, AMA ENGAGES IN QUALITATIVELY GROUNDED SURVEY DESIGN ROOTED IN THE AUTHENTIC MAKER PROCESS OF CONSTRUCTING ARTIFACTS WITH MEANING TO STUDENTS. YOUTH ARE ENGAGED IN BEADING BRACELETS THAT REFLECT ASPECTS OF THEIR IDENTITIES THAT THEY DERIVE THOUGH COLLECTIVE QUALITATIVE CATEGORY DEVELOPMENT. THESE CONSTRUCTED BRACELETS ARE SITUATED WITHIN MAKER CURRICULAR PROJECTS THAT ENGAGE STUDENTS IN FREE AFTERSCHOOL CLASSES AND CAMPS OFFERED TO VARIOUS GROUPS (E.G., LGBTQ+ SCHOOL GROUPS, REFUGEE CENTERS). THROUGH THESE CONSTRUCTED BRACELET PROJECTS, WE WILL DEVELOP A VALIDATED MULTIDIMENSIONAL IDENTITY AND IDENTITY SHIFT INSTRUMENT THAT PROVIDES A NEW MODEL FOR COMPLEX AND PERSONALLY NUANCED ASSESSMENT. STUDENTS SELECT BEADS FROM VARIOUS CATEGORIES THAT REFLECT THEIR IDENTITIES USING CATEGORIES THEY DEVELOPED AT REGULAR INTERVALS (SEE FIGURE 1). THE CUMULATIVE RESULTS OF THIS LONGITUDINALLY CONSTRUCTED PROJECT PROVIDE MEANINGFUL DATA WITHIN CATEGORIES OF IDENTITY THAT ARE QUANTIFIABLE THROUGH PHENOMENOGRAPHY (FELDON & TOFEL-GREHL, 2018).
FOR MORE INFORMATION CLICK HERE.
FOR MORE INFORMATION CLICK HERE.
Job embedded education
Despite efforts to engage teachers in learning and teaching around CT concepts, they often report feeling that they do not have enough competence or time to engage students in STEM learning around computing (Tofel-Grehl, & Searle, 2019). Dr. Tofel-Grehl, director of the Chaos Learning Lab, is the recipient of the presigeous National Science Foundation Career grant to explore this problem. The project, entitled Job Embedded Education on Computational Thinking for Rural STEM Teachers (JEE) will develop and validate a system of professional development to more effectively and sustainably engage highly ruralized teachers in pedagogy integrating STEM and computing. FOR MORE INFORMATION CLICK HERE.
Community outreach
Lgbtq+ maker classes
THE CHAOS LEARNING LAB PARTNERS WITH LOGAN PRIDE TO OFFER FREE SUMMER CAMP AND CLASS EXPERIENCES FOR LGBTQ+ YOUTH. THESE CAMPS AND CLASSES PROVIDE PERSONALLY RELEVANT CONTEXT FOR LEARNING FOUNDATIONAL SCIENTIFIC CONCEPTS AND THE COMPUTER PROGRAMMING NECESSARY TO ENGAGE IN DATA COLLECTION AND ANALYSIS PROCESSES TO SOLVE REAL WORLD PROBLEMS ALIGNED WITH THE NEXT GENERATION SCIENCE STANDARDS’ (NGSS) EMPHASES ON MEASUREMENT AND MODELING AS VEHICLES FOR ENGAGING CORE CONCEPTS. STITCH ALSO INTRODUCES STUDENTS TO SCIENCE AND ENGINEERING PRACTICES THAT ALIGN DIRECTLY WITH CAREERS IN ELECTRICAL ENGINEERING AND COMPUTER SCIENCE. BY ALLOWING YOUNG PEOPLE THE OPPORTUNITY TO ENGAGE IN PROJECT-BASED LEARNING WITHIN THEIR PEER GROUP, OUR GOAL IS TO CREATE A SPACE IN WHICH QUEER YOUTH CAN EXPLORE AND EXPRESS THEIR IDENTITIES THROUGH THE MEDIUM OF E-TEXTILES. E-TEXTILES, SHORT FOR ELECTRONIC TEXTILES, ARE SEWABLE CIRCUITS THAT CAN BE EMBEDDED IN CLOTHING ITEMS TO LIGHT UP LED BULBS, PLAY MUSIC, AND A HOST OF OTHER THINGS. CAMP PARTICIPANTS WILL ENGAGE IN DESIGNING AND BUILDING A SERIES OF PROJECTS SUCH AS LIGHT UP BRACELETS, BUZZER T-SHIRTS, AND CONDUCTIVE CLOTHING OF THEIR OWN DESIGN. IT IS OUR HOPE BY PROVIDING STUDENTS WITH THESE MATERIALS THEY ARE ABLE TO EXPRESS THEIR IDENTITY BY MAKING CLOTHES THAT BEST REPRESENT THEM. FOR MORE INFORMATION CLICK HERE.
TWO FREE VIRTUAL WELCOMING AND INCLUSIVE ART MAKER SPACES FOR YOUTH TO PARTICIPATE IN DURING THE SCHOOL YEAR, ESPECIALLY FOR YOUTH AND ALLIES IN MINORITY GROUPS INCLUDING LGBTIQ+ YOUTH, AND DIFFERENTLY ABLED YOUTH. THROUGHOUT THIS COURSE, THE YOUTH WILL LEARN TECHNICAL AND ARTISTIC SKILLS THAT WILL ENABLE THEM TO CREATE ART IN WAYS THAT EXPRESS THEMSELVES AND THEIR EXPERIENCES. OUR GOAL IS TO PROVIDE YOUTH WITH THE TOOLS AND OPPORTUNITY TO DESIGN AND CREATE THEIR OWN ART TO EXPRESS OR SHARE THEIR STORIES IN WAYS THAT THEY WANT TO. BUILDING UP FROM THE BASICS OF ART AND DESIGN AND THE BASICS OF CIRCUITRY, WE WILL BE EXPLORING, IN DEPTH, THE CONCEPT OF MASKING. THE WAYS IN WHICH WE MASK OURSELVES OR OUR BEHAVIORS TO FIT IN WITH DIFFERENT SOCIETIES AND CULTURES, THE WAYS WE MASK PARTS OF OURSELVES, OR THE WAY WE MASK IN ORDER TO PROTECT OURSELVES. WE WILL BE EXPLORING THIS CONCEPT OF MASKING TO DEVELOP A STRONGER SENSE OF OUR OWN MULTIFACETED IDENTITIES. IN THIS COURSE, WE WILL ENSURE STUDENT'S VOICE, SELF-AGENCY, AND ENGAGEMENT WITH MATERIALS. STUDENTS WILL HAVE THE OPPORTUNITY TO ENGAGE AND WORK WITH VISITING ARTISTS. ALL FROM THE COMFORT OF THEIR OWN HOME. INSTRUCTIONAL VIDEOS AND SUPPLIES WILL BE PROVIDED. FOR MORE INFORMATION CLICK HERE.
Queer Make
QUEER MAKE IS A RECURRING OPPORTUNITY FOR FRIENDS AND ALLIES TO GATHER TOGETHER AND CRAFT IN A SAFE SPACE. EVERYONE COMES TO THE CHAOS LEARNING LAB FOR AN EVENING TO MEET NEW FRIENDS, CRAFT PERSONAL PROJECTS, AND ENJOY FREE PIZZA. THIS PROVIDES A SAFE SPACE ON THE UTAH STATE CAMPUS FOR STUDENTS AND ALLIES TO FORM FRIENDSHIPS AND EXPLORE E-TEXTILES IN THEIR OWN PROJECTS.
Logan Kids' make
coming soon!
Refugee me
coming soon!
Publications
RESEARCH ARTICLES
Click for expanded article
Ball, D., Tofel-Grehl, C., & Searle, K.A. (2020) ESCAPE Puzzles: Bringing physics to fruition through classroom-based making. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashvile, TN.
Cannel, C., Tofel-Grehl, C., Searle, K.A., & Hawkman, A. (2020). Using Circuit Playground and Maps To Visualize Migration Data. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashville, TN.
Feldon, D., Tofel-Grehl, C., & Searle, K.A. (2020). Measuring Contextual Shifts in Multidimensional Identity in Makerspaces. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashvile, TN.
Fishback, L., Searle, K.A., Shapiro, B., Kelley, A., & Tofel-Grehl, C. (2020) Making changes: Counteracting Latina Young Women's Negative STEM Experiences through Culturally Responsive Physical Computing. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashville, TN.
Tofel-Grehl, C., Jex. E., Searle, K.A., Ball, D. & Zhao, X. (2020). Electrifying: One teacher's discursive and instructional changes through educational engagement in making to teach science content. Contemporary Issues in Technology and Teacher Education: Science.
Searle, K.A., Tofel-Grehl, C., & Breitenstein, J. (2019). Equitable engagement in STEM: Using e-textiles to challenge the positioning of non-dominant girls in school science. International Journal of Multicultural Education.
Tofel-Grehl, C., Searle, K.A., & Feldon, D.F. (2018). Professional development for secondary science teachers: A faded scaffolding approach to preparing to integrate computing. In, Proceedings of the 13th International Conference of the Learning Sciences. London UK.
Ball, D., Tofel-Grehl, C., & Searle, K.A. (2017). Sustaining Making in the Era of Accountability: STEM Integration Using E-Textiles Materials in a High School Physics Class. In, Proceedings of Fablearn. Stanford, CA: Association of Computing Machinery.
Tofel-Grehl, C. &Searle, K. (2017). Critical reflections on teacher conceptions of race as related to the effectiveness of science learning. Journal of Multicultural Affairs.
Tofel-Gehl, C., Fields, D., Searle, K., Maahs-Fladung, C., Feldon, D., Gu, G., & Sun, C. (2017). Electrifying engagement in middle school science class: Improving student interest through e-textiles. Journal of Science Education and Technology.
Searle, K.A., Tofel-Grehl, C., & Allan, V. (2016). The e-textiles bracelet hack: Bringing making to middle school classrooms. In, Proceeding of Fablearn. Palo Alto, CA: Association of Computing Machinery.
Tofel-Grehl, C., Litts, B., & Searle, K. (2016). Getting crafty with NGSS: Using Crafty Circuits to teach electricity in elementary school. Science and Children, 54(4), 48-53.
MacDonald, B., Tofel-Grehl, C., Searle, K.A., & Hawkman, A. Putting the "M" back in STEM: Considering how units of coordination relates to computational thinking. Proceedings of the 42nd Annual Meeting of the North American Chapter of the International froup for the Psychology of Mathematics Education (P ME-NA). Maxatlan, Sinloa, Mexico.
Searle, K.A., Tofel-Grehl, C., & Hawkman, A. Lighting up history: Integrating mathematics and computational thinking in the science classroom. Science Scope.
Tofel-Grehl, C., Ball, D., & Searle, K.A. Coding as a novel metaphor for electric potential through making. Journal of Educational Research.
Ball, D., Tofel-Grehl, C., & Searle, K.A. (2020) ESCAPE Puzzles: Bringing physics to fruition through classroom-based making. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashvile, TN.
Cannel, C., Tofel-Grehl, C., Searle, K.A., & Hawkman, A. (2020). Using Circuit Playground and Maps To Visualize Migration Data. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashville, TN.
Feldon, D., Tofel-Grehl, C., & Searle, K.A. (2020). Measuring Contextual Shifts in Multidimensional Identity in Makerspaces. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashvile, TN.
Fishback, L., Searle, K.A., Shapiro, B., Kelley, A., & Tofel-Grehl, C. (2020) Making changes: Counteracting Latina Young Women's Negative STEM Experiences through Culturally Responsive Physical Computing. In Proceedings of 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. Nashville, TN.
Tofel-Grehl, C., Jex. E., Searle, K.A., Ball, D. & Zhao, X. (2020). Electrifying: One teacher's discursive and instructional changes through educational engagement in making to teach science content. Contemporary Issues in Technology and Teacher Education: Science.
Searle, K.A., Tofel-Grehl, C., & Breitenstein, J. (2019). Equitable engagement in STEM: Using e-textiles to challenge the positioning of non-dominant girls in school science. International Journal of Multicultural Education.
Tofel-Grehl, C., Searle, K.A., & Feldon, D.F. (2018). Professional development for secondary science teachers: A faded scaffolding approach to preparing to integrate computing. In, Proceedings of the 13th International Conference of the Learning Sciences. London UK.
Ball, D., Tofel-Grehl, C., & Searle, K.A. (2017). Sustaining Making in the Era of Accountability: STEM Integration Using E-Textiles Materials in a High School Physics Class. In, Proceedings of Fablearn. Stanford, CA: Association of Computing Machinery.
Tofel-Grehl, C. &Searle, K. (2017). Critical reflections on teacher conceptions of race as related to the effectiveness of science learning. Journal of Multicultural Affairs.
Tofel-Gehl, C., Fields, D., Searle, K., Maahs-Fladung, C., Feldon, D., Gu, G., & Sun, C. (2017). Electrifying engagement in middle school science class: Improving student interest through e-textiles. Journal of Science Education and Technology.
Searle, K.A., Tofel-Grehl, C., & Allan, V. (2016). The e-textiles bracelet hack: Bringing making to middle school classrooms. In, Proceeding of Fablearn. Palo Alto, CA: Association of Computing Machinery.
Tofel-Grehl, C., Litts, B., & Searle, K. (2016). Getting crafty with NGSS: Using Crafty Circuits to teach electricity in elementary school. Science and Children, 54(4), 48-53.
MacDonald, B., Tofel-Grehl, C., Searle, K.A., & Hawkman, A. Putting the "M" back in STEM: Considering how units of coordination relates to computational thinking. Proceedings of the 42nd Annual Meeting of the North American Chapter of the International froup for the Psychology of Mathematics Education (P ME-NA). Maxatlan, Sinloa, Mexico.
Searle, K.A., Tofel-Grehl, C., & Hawkman, A. Lighting up history: Integrating mathematics and computational thinking in the science classroom. Science Scope.
Tofel-Grehl, C., Ball, D., & Searle, K.A. Coding as a novel metaphor for electric potential through making. Journal of Educational Research.
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