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I study 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, I study how people learn from an embodied and interactionist perspective in order to better design expansive STEM learning environments for students.

Current Position

Teachers College, Columbia University

Nov 2023-Aug 2024

Visiting Assistant Professor of Dance Education

Affiliated Researcher Arnhold Institute for Dance Education Research, Policy, & Leadership

Previous Positions

University of Pennsylvania

Nov 2023-Aug 2024

Postdoctoral Associate

Engaging High School Youth in Algorithmic Justice Through Audits of Designed and Everyday Machine Learning Applications

NSF Funded Grant

PIs Yasmin Kafai (University of Pennsylvania) & Danaë Metaxa (University of Pennsylvania)

New York University

2022-2023

Postdoctoral Associate

Participating in Literacies & Computer Science (PiLa-CS)

NSF Funded Grant

Equity Centered Learning Environments Collaborative

Lucas Foundation Funded Initiative

PIs Christopher Hoadley (SUNY Buffalo), Jasmine Ma (NYU), & Laura Ascenzi-Moreno (Brooklyn College)

Education

Vanderbilt University

2022

PhD Learning and Design

Dissertation: Choreographic ways of knowing as generative sites for STEM learning, design, and analysis

Committee: Dr. Rogers Hall (co-chair), Dr. Corey Brady (co-chair), Dr. Noel Enyedy, & Dr. Dionne Champion

Northwestern University

2016

MA Learning Sciences

Thesis: Lucy the Chipmunk Defender: Embodied learning on the elementary school playground

Advisor: Dr. Reed Stevens

Fordham University/The Alvin Ailey School

2013

BS Mathematics

BFA Dance Concentration: Choreography

Recent Research Milestones

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) https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115773&HistoricalAwards=false

Selected Publications

Sengupta-Irving, T., Vogelstein, L., Brady, C., Phillips-Galloway, E. (2022). Prolepsis & telos: Interpreting pedagogy and recovering the role of imagination in the mediation of youth learning. Journal of the Learning Sciences.

Vogelstein, L., Brady, C., & Hall, R. (2019). Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM Mathematics Education 51(2). https://link.springer.com/article/10.1007/s11858-019-01030-2

Vogelstein, L.(2021). Mathematical physical research: Mathematical agency in the practices of professional dancers. Proceedings of the International Society of the Learning Sciences Annual Meeting 2021 (pp. 299-306). Best student paper nominee for Learning Sciences. https://drive.google.com/file/d/1NuYhdOKDgpp_omNH6qXKYmAh2G5_c9iv/view

Peer Reviewed Journal Articles

Sengupta-Irving, T., Vogelstein, L., Brady, C., Phillips-Galloway, E. (2022). Prolepsis & telos: Interpreting maker pedagogy, the role of creativity, and the power of imagined futures. Journal of the Learning Sciences. https://www.tandfonline.com/doi/full/10.1080/10508406.2022.2114833

Steinberg, S., Gresalfi, M., Vogelstein, L., & Brady, C. (2022). Coding choreography: Understanding student responses to representational incompatibilities between dance and programming. Journal of Research on Technology in Education, 1-18. https://www.tandfonline.com/doi/full/10.1080/15391523.2022.2135144

Vogelstein, L., Brady, C., & Hall, R. (2019). Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM Mathematics Education 51(2). https://link.springer.com/article/10.1007/s11858-019-01030-2

Brady, C., Blough, R., Hollister, K., Jordan, P., Marshall, S. A., Nichols, I., Vogelstein, L., & Wisittanawat, P. (2019). Clockface polygons and the collective joy of making mathematics together. Mathematics Enthusiast, 16(1), 75-106. https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1451&context=tme

Barker, A., Swinarski, D., Vogelstein, L., & Wu, J. (2015). A new proof of a formula for the type A 2 fusion rules. Journal of Mathematical Physics, 56(1), 011703. https://arxiv.org/pdf/1408.4353.pdf

Vogelstein, L. (2012). The Graham Trials: Preserving the Past for the Future. Nartanam, 12(1).

Manuscripts Currently Under Review

* = graduate student co-author; ^ = artist co-author

  1. Vogelstein, L., ^Steinberg, R., ^Thomas, C., & Brady, C. (Under Review, Revise & Resubmit). Interdisciplinary Collaboration in Design Research: A process of composing across design, analysis, and relations. Cognition & Instruction.
  2. Vogelstein, L., & McBride, C. (Under Review). Expansive Computing Pedagogies in the Boundaries: Teacher sensemaking with respect to students' experiences of discontinuities towards expansive learning. Mind, Culture, & Activity.
  3. Vogelstein, L., Morales-Navarro, L., Kafai, Y., & Metaxa, D. (Under Review). Understanding Youth Emergent Auditing Practices for Computational Empowerment. International Journal of Child-Computer Interaction.
  4. *Jen, T., Brady, C., & Vogelstein, L. (Under Review, Revise & Resubmit). Youth as designers of embodied participatory simulations of ecosystems: Negotiating shared visions of thinking, acting, and feeling for sustainability. Journal of Science Education & Technology.

Peer Reviewed Conference Proceedings

* = graduate student co-author; ** = undergraduate student co-author; ^ = artist co-author

  1. Vogelstein, L., Champion, C., Wagh, A., & Appleby, L. (2024) Growing into Collective Forms of Scientific Inquiry: The dignifying affirmation of timid, half-baked ideas. To be published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024.
  2. Wagh, A., Vogelstein, L., & Champion, D. (2024). Fused Representations: Linking Choreographic and Digital NetLogo Modeling through Intermodal Inquiry. To be published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024.
  3. Vogelstein, L. (2024). The Emotional Toll of Proleptic Imagining on the Job Market: When possible futures are crushed. To be published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024.
  4. Vogelstein, L. (2024). Using Choreographic Lenses to Provide Evidence of (Embodied) Learning: Pushing beyond word-based evidence of changes in participation. In Vogelstein, L. & Woods, P. symposium, Doing Learning Sciences Research In & Through the Arts. To be published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024.
  5. Vogelstein, L., Ma, J. Y., Vogel, S., Radke, S., Hoadley, C., Ascenzi-Moreno, L., Barrales, W., *Wy, J., & *Wu, F. (2024). “An interesting mental exercise”: Making space for teachers' syncretic pedagogical content knowledge. In Jones, K., & McBride, C. symposium, Applying Syncretic Frameworks in the Learning Sciences. To be published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024.
  6. Vogelstein, L., ^Burley, X., ^Springer, A., Champion, D., Wagh, A., ^Steinberg, R., & ^Varone, D. (2024). Leveraging co-analysis to disrupt normative citation practices in interdisciplinary collaborations with artists. In Pierson, A., & Keifert, D. T. symposium, Co-Research in Video Analysis: Shifts Towards Ethical Validity. To be published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024.
  7. Vogelstein, L., ^Steinberg, R., ^Thomas, C., Champion, D., Wagh, A., & Appleby, L. (2024). Cultivating care through choreographic forms of interaction analysis. In Love, C. & Jen, T. symposium, Caring Relations Across Interaction Analysis Labs. To be published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024.
  8. Brady, C. & Vogelstein, L. (2023). Epistemic Rekeying: Epistemic tensions across disciplines as opportunities for artistic response. In Proceedings of the Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education 2023 Volume 2, 301-309. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf
  9. Vogelstein, L., McBride, C., Ma, J., Wilkerson, M., Vogel, S., *Barrales, W., Ascenzi-Moreno, L., Hoadley, C., & Gutiérrez, K. (2023). Storytelling “in theory”: Re-imagining computational literacies through the lenses of syncretism and translanguaging. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2023 ICLS, 800-807. https://repository.isls.org/handle/1/10331
  10. **James, S., Vogelstein, L., Ma, J., Vogel, S., *Barrales, W., Ascenzi-Moreno, L., & Hoadley, C. (2023). Research as Relational: Stories of ever-present learning between undergraduate research interns and project researchers. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2023 ICLS, 617-624. Nominated for best student paper award. https://repository.isls.org/handle/1/10306
  11. *Jen, T., Brady, C., Vogelstein, L., & *Ayalon, E. (2023). Designing for feelings: Disruptive beginnings in youths' designs of mixed reality activities for sustainability. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2023 ICLS, 950-953. https://repository.isls.org/handle/1/10367
  12. *Blake, A., Chen, G., Ostrowdun, C., *Thomas, C., Vogelstein, L., Radke, S., Krishnamoorthy, R., *Saba Fisher, K., Kelton, M., & Ma, J. (2023). Contesting with feeling: Childhood in and through public education. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2023 ICLS, 1150-1153. https://repository.isls.org/handle/1/9866
  13. Ma, J. Y., Ostrowdun, C., Vogelstein, L., & *Blake, A. R. (2023). “We cannot sacrifice one child for another”: Articulations toward public theories of learning. In Gargroetzi, E. C. & Jones, K. symposium, What schooling is and what it could be: Exploring how we learn the discourses and technologies of public education in school-adjacent spaces. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2023 ICLS, 1666-1675. https://repository.isls.org/handle/1/9988
  14. Ma, J.M., *Velmaur, A., *Turan, N., *Blake, A., R., Vogelstein, L., Kelton, M. L., & Barrales, W. (2023). Public common-sense assumptions about mathematics: racing in a ma(th)rathon. To be published in proceedings of Mathematics Education & Society Annual Meeting 2023 MES.
  15. Echevarria, R., Vogelstein, L., & Jackson, A. (2022). Moments of Pedagogical Feedback with Explanations: Foundations for supporting educational dignity. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2022 ICLS, 1585-1588. https://repository.isls.org/handle/1/8546
  16. Mathayas, N., Xintian, T., Danish, J., Vogelstein, L., & Cosic, L. (2022). Building meaningful participation using embodied Mixed Reality technologies. In Vogelstein, L. & Mathayas, N. symposium, Moving toward dignity-affirming invitations to embodied participation in the design of learning environments. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2022 ICLS, 1739-1746. https://repository.isls.org/handle/1/8579
  17. Brady, C., Vogelstein, L., Jen, T., & Dim, E. (2022). The Design of Embodied Participatory Simulations as a Collaborative Learning Environment. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2022 CSCL, 203-210. https://repository.isls.org/handle/1/8277
  18. Brady, C., Jen, T., Vogelstein, L., & Dim, E. (2022). Designing with Feeling: How students constructed participatory simulations for groups of young learners to understand and care about sustainability in ecosystems. In Proceedings of the 2022 Conference on Interaction Design and Children, 315-326. https://dl.acm.org/doi/pdf/10.1145/3501712.3529725
  19. Brady, C., Vogelstein, L., Gresalfi, M., Knowe, M. (2021). Circular reasoning: Shifting epistemological frames across mathematics and coding activities. In Proceedings of the Psychology of Mathematics Education North American Chapter annual meeting, Philadelphia, PA, 1182-1190. https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf
  20. Vogelstein, L. (2021). Mathematical physical research: Mathematical agency in the practices of professional dancers. Proceedings of the International Society of the Learning Sciences Annual Meeting 2021, 299-306. Nominated for best student paper award. https://repository.isls.org/handle/1/7480
  21. Vogelstein, L., Brady, C., ^Steinberg, R., & ^Thomas, C. (2021). Developing computational double awareness through rule-based dance games. In Vogelstein, L. & Solomon, F. symposium, Embodying, STEM: Learning at the Intersection of Dance and STEM. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2021, 819-826. https://repository.isls.org/handle/1/7588
  22. Vogelstein. L., Brady, C., ^Steinberg, R., ^Thomas, C. (2021). Flares in the soup game: Improvisational collective choreography and computational expressivity. In Wagh, A. & Dickies, A. symposium, Expansive Modeling: Broadening the scope of modeling in K-12 education. In Proceedings of the International Society of the Learning Sciences Annual Meeting 2021, 832-833. https://repository.isls.org/handle/1/7589
  23. Brady, C., & Vogelstein, L. (2020) Patches as an expressive medium for agent-based modeling and programming. Proceedings of Constructionism, 2020, 436-448. https://www.constructionismconf.org/wp-content/uploads/2020/05/C2020-Proceedings.pdf
  24. Vogelstein, L. (2020) Physical research: Professional dancers exploring collective possibilities in a solidifying substrate. Proceedings of the International Conference of the Learning Sciences, 2020, 737-739. https://repository.isls.org/handle/1/6741
  25. Vogelstein, L. & Hall, R. (2020). The push that never made sense to me: the substrate of dancers' professional intrinsic and extrinsic vision. In Keifert, D. T. & Enyedy, N. symposium, Analytical designs: Goodwin's substrates as a tool for studying learning. In proceedings of the International Conference of the Learning Sciences, 2020, 1471-1478. https://repository.isls.org/handle/1/6352
  26. Jackson, A., Vogelstein, L., Clark, H., Lindberg, L., Thompson, N., & Uttamchandani, S. (2020). Learning together: Reflections at the intersection of friendship, research, and learning processes. Proceedings of the International Conference of the Learning Sciences, 2020, 657-660. https://repository.isls.org/handle/1/6720
  27. Vogelstein, L & Radke, S. (2020). Making use of video for other purposes: When participants use video data as part of their practice. In Hennessey Elliott, C. & Radke, S. symposium, Whose video?: Surveying implications for participants engagement in video recording practices in ethnographic research. In proceedings of the International Conference of the Learning Sciences, 2020, 414-421. https://repository.isls.org/handle/1/6666
  28. Sengupta-Irving, T., Vogelstein, L., Brady C., Galloway, E. P., (2020) The pedagogical moves of artist mentors in a public library makerspace. Proceedings of the International Conference of the Learning Sciences, 2020, 2297-2299. http://repository.isls.org/handle/1/6536
  29. Vogelstein, L., & Brady, C. (2019). Taking the patch perspective: A Comparative analysis of a patch based participatory simulation. In Proceedings of the 2019 Conference on Computer Supported Collaborative Learning Lyon, France, 512-519. http://repository.isls.org/handle/1/1611
  30. Gresalfi, M., Bell, A., Brady, C., & Vogelstein, L. (2019). Same place, new rules: The joint accomplishment of engagement. In Cheng, B. H. symposium, Theorizing and measuring collective productive disciplinary engagement. In Proceedings of the 2019 Conference on Computer Supported Collaborative Learning, Lyon, France, 775-782. https://repository.isls.org/handle/1/4504
  31. Chapman, K., Jasien, L., Reimer, P., & Vogelstein, L. (2019). Discussant for symposium, Designing for Productive Problem Posing in Informal STEM Spaces. In Proceedings of the 2019 Conference on Computer Supported Collaborative Learning, Lyon, France, 791-798. https://repository.isls.org/handle/1/4506
  32. Hall, R., & Vogelstein, L. (2018). How did they do that? Using video-elicited re-enactments to invite ensemble learning in mathematical activity. In Nemirovsky, R. symposiym Video Data and the Learning Event: Four Case Studies. In Proceedings of the International Conference of the Learning Sciences, London, England, 1195-1202. https://repository.isls.org/bitstream/1/593/1/266.pdf
  33. Sengupta-Irving, T., & Vogelstein, L. (2018). Mentors in the making: A case study of heterogeneity in meaning making at a public library makerspace. In Proceedings of the International Conference of the Learning Sciences, London, England, 1693-1694. https://repository.isls.org/handle/1/807
  34. Vogelstein, L., Brady, C., & Hall, R. (2017). Putting our bodies on the line: Mathematizing ensemble performances. In Proceedings of the Psychology of Mathematics Education North American Chapter annual meeting, Indianapolis, IA, 383-386. http://www.pmena.org/pmenaproceedings/PMENA%2039%202017%20Proceedings.pdf
  35. Vogelstein, L., Brady, C., & Hall, R. (2017). Mathematical reflections: The design potential of ensemble performance. In Proceedings of the 2017 Conference on Interaction Design and Children, 583-588. https://dl.acm.org/doi/abs/10.1145/3078072.3084328

Manuscripts Currently In Preparation

  1. Vogelstein, L. (In preparation for JLS) Physical research: The design potential of embodied ensemble mathematical choreography.
  2. Vogelstein, L., Champion, D, & Wagh, A. (In preparation for Science Education to submit Winter 2025). Moving Through Uncertainty: The case of Liquid Architecture as expansive dance-science activity & pedagogy.
  3. Wagh, A., Vogelstein, L., Champion, D. (In preparation for IJCSCL to submit Spring 2025). Fused Representations: Linking Choreographic and Digital NetLogo Modeling through Intermodal Inquiry.
  4. Hall, R., Vogelstein, L., Shapiro, B. R., & Erickson, F. (In preparation for JLS to submit Spring 2025). In the body of analysts: Reenactment and embodiment as important tools for Interaction Analysis.
  5. Brady C., & Vogelstein, L. (In preparation for JLS). Epistemic re-keying: Transforming interdisciplinary tensions into opportunities for students to engage in playful artistic expression.
  6. Brady, C. & Vogelstein, L. (In preparation for MCA). Artistic practices as expanding the potential of Vygotskian double stimulation experiments.
  7. Everyday IA Collective: DeLima, D., Elliott, C. E., Marin, A., Radke, S., Shapiro, B. R., Silvis, D., & Vogelstein, L. (In preparation for JLS to submit Fall 2024). Everyday Video Analysis: Political and ethical dimensions of engaging in video-based data analysis in today's age of media production, consumption, and analysis.

Research Experience

Postdoctoral Associate

2023-2024

RAPID: Engaging High School Youth in Algorithmic Justice Through Audits of Designed and Everyday Machine Learning Applications (NSF Funded, Dr. Yasmin Kafai P &, Dr. Danaë Metaxa Co-PI) https://www.nsf.gov/awardsearch/showAward?AWD_ID=2333469&HistoricalAwards=false

Postdoctoral Associate

2022-2024

Participating in Literacies & Computer Science (PiLa-CS) (NSF Funded, Dr. Christopher Hoadley PI, Dr. Jasmine Ma & Dr. Laura Ascenzi-Moreno Co-PIs) https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837446

Postdoctoral Associate

2022-2024

Equity Centered Learning Environments Collaborative (George Lucas Educational Foundation Funded, Dr. Christopher Hoadley, Dr. Michelle Wilkerson, Dr. Kris Gutiérrez, Dr. Shirin Vossoughi, Dr. Paula Hooper, & Dr. Arturo Cortez PIs)

Co-Principal Investigator

2021-2024

The body as a tool for science learning and research: Utilizing choreography and agent-based models to study scientific phenomena (NSF Funded AISL - $858,997, Dr. Dionne Champion PI, Lauren Vogelstein & Aditi Wagh Co-PIs) https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115773&HistoricalAwards=false

Postdoctoral Associate

2021-Present

Public Education Engagement (PEE) (Dr. Jasmine Ma & Molly Kelton PIs)

Research Assistant

2021-2022

GEM STEP (NSF Funded, Dr. Noel Enyedy, Dr. Corey Brady, & Dr. Joshua Danish PIs)

Research Assistant

2017-2021

Foregrounding Agency Versus Structure as Models for Designing Integrated Mathematics and Computational Thinking Curriculum - CAMPS Project (NSF Funded, Dr. Melissa Gresalfi & Dr. Corey Brady PIs)

Doctoral Student Principal Investigator

2019-2020

NSF INTERN Grant, supplemental to the Foregrounding Agency project

Research Assistant

2017-2028

The Making of Expansive Possibilities (Peabody College small grant, Dr. Tesha Sengupta-Irving, Dr. Corey Brady, & Dr. Emily Phillips Galloway PIs)

Peer Reviewed Conference Presentations

  1. Vogelstein, L., & Bashaw, B., & Henley, M. (October, 2024). Dance-Based Ways of Demonstrating (Science) Learning in Interaction (Without Words). The 12th Annual Meeting of the Language and Social Interaction Working Group New York, NY.
  2. Wagh, A., Vogelstein, L., & Champion, D. (March, 2024). Fused Representations: Linking Computational Embodied and Digital Models through Intermodal Inquiry. To be presented at the National Association for Research and Science Teaching Annual Conference Denver, CO.
  3. Vogelstein, L., Vogel, S., Ma, J. Y., Hoadley, C., Ascenzi-Moreno, L., & Barrales, W. (April, 2024). In-Service CS Teachers' & Researchers' Notions of Equity in a Professional Learning Community. To be presented at the 2024 American Education Research Association Conference Philadelphia, PA.
  4. Radke, S. & Vogelstein, L. (October, 2023). Other People and Places: Cross-case analysis of location indexing and perspective taking in argumentation. The 11th Annual Meeting of the Language and Social Interaction Working Group New York, NY.
  5. Vogelstein, L., Vogel, S., Hoadley, C., Radke, S. C., Ascenzi-Moreno, L., Ma, J. Y., Barrales, W., & James, S. (2023, April). Moving Towards Syncretic Literacies to Validate Student Sense-Making in Computing-Integrated Language Arts. 2023 American Education Research Association Conference Chicago, IL.
  6. Vogelstein, L., Vogel, S., Barrales, W., Ascenzi-Moreno, L., Hoadley, C., & Ma, J. (2022, April). Translanguaging Towards More Expansive Computing Education: Reflections from a Professional Learning Community. 2022 American Education Research Association Conference San Diego, CA.
  7. Vogelstein, L., Clark, H., Sandoval, W., Champion, D., Wagh, A., Scipio, D., Pierson, A., Keifert, D., Daniel, B., & Brady, C. (2022, April). Conjecture Mapping: New Approaches to broadening processes of educational design research. Chair and paper presenter of symposium at the 2022 American Education Research Association Conference San Diego, CA.
  8. Vogelstein, L., Brady, C., Thomas, C., & Steinberg, R. (2022, April). Choreographies of Care: Small group relations as mediating larger group sensemaking. 2022 American Education Research Association Conference San Diego, CA.
  9. Silvis, D., Krishhanmoorthy, R., Ma, J., Elliott, CH., Marin, A., Taylor, KH., Shapiro, BR., DeLiema, D., Vogelstein, L., Radke, S., Keifert, D., Lindberg, L., Vea, T., Brady, C., & Hall, R. (April, 2022). What's Next for Interaction Analysis of Learning?: Aligning analytic approaches with theoretical turns. Co-author of two papers in working roundtable at the 2022 American Education Research Association Conference San Diego, CA.
  10. Vogelstein, L. (2020, November). Exploring the “with whom” in the analysis process: Broadening our perspectives to include interdisciplinary co-designers. Published in the proceedings of the 2020 Learning Sciences Graduate Student Conference, Madison, WI.
  11. Vogelstein, L. (2019, November). Embodying full personhood in education: What educators can learn from the practices of professional dances. Paper presented at the 9th Conference on Education and Social Justice, Honolulu, Hawai'i.
  12. Sengupta-Irving, T., & Vogelstein, L. (2019, April). Democratizing what: A case study of how mentors in a public library makerspace organize toward expansive possibilities. Paper presented at the American Education Research Association annual meeting, Toronto, Canada.
  13. Vogelstein, L., Hall, R., & Brady, C. (2019, April). Physical research: The mathematical potential of dancers professional practices. Paper presented at the American Education Research Association annual meeting, Toronto, Canada.
  14. Vogelstein, L., Hall, R., & Brady, C. (2019, April). Unfolding joy: Expressive mathematics in ensemble performance. Poster presented at the American Education Research Association annual meeting, Toronto, Canada.
  15. Vogelstein, L. (2018, October). An aesthetics of (dis)order in context. Paper presented at the American Educational Studies Conference, Greenville, SC.
  16. Vogelstein, L. (2018, October). Physical research: Professional dancers' use of multi-modal choreographic resources in structuring physical inquiry. Paper presented at Learning Sciences Graduate Student Conference annual meeting, Nashville, TN.
  17. Vogelstein, L., Brady, C., & Hall, R. (2017, June). Embodied mathematical technologies: Making sense of ensemble-based embodied mathematical thinking and learning. Paper presented at Jean Piaget Society annual meeting, San Francisco, CA.
  18. Vogelstein, L. (2017, October). Ensemble performance as expressive mathematics. Poster presented at Learning Sciences Graduate Student Conference annual meeting, Bloomington, IN.
  19. Vogelstein, L. (2016, October). Lucy the chipmunk defender: Embodied learning in figured worlds at recess. Poster presented at Learning Sciences Graduate Student Conference annual meeting, Chicago, IL.

Invitations & Accepted Conference Workshops

  1. Gresalfi, M., Brady, C., Vogelstein, L., Kafai, Y., Weintrop, D., Parks, A., Bell, A., Knowe, M., Love, C., & Steinberg, S. (2021, October). Exploring productive struggle in mathematically-rich contexts. In Proceedings of the Psychology of Mathematics Education North American Chapter annual meeting, Philadelphia, PA.
  2. Vogelstein, L., Champion, D., Lindberg, L. (2020, June) Interdisciplinary inquiry into dance & STEM: Collaboration and creativity to further designs for STEM learning. Workshop accepted for the International Conference of the Learning Sciences 2020 (Canceled due to virtual nature of conference).
  3. Hall, R., Vogelstein, L., Vossoughi, S., R., & Echevarria, R. (2019, September). Interaction analysis workshop. Workshop presented at Learning Sciences Graduate Student Conference annual meeting, Evanston, IL.
  4. Vogelstein, L., Lindberg, L., Hall, R., & Brady, C. (2019, August). Ensemble learning and movement. At NSF funded Tensegrity Workshop, Vassar College.
  5. Vogelstein, L., Jackson, A., & Marshall, S. A. (2018, October). Ambassadors and advocacy: A workshop on positionality. In A. Pierson, & L. Vogelstein (Eds.), Designing the learning sciences: Thinking deeply about the relationship between theory and design (pp. 197-198). Nashville, TN: Learning Sciences Graduate Student Conference.
  6. Vogelstein, L. (2017, June). Two reflections = one rotation?: Questions in embodied analyses. Data Gallery Presentation at the NSF funded Learning on the Move Conference, Nashville, TN.
  7. Vogelstein, L. (2016, October). The Learning Sciences: Figuring out what it means together. Workshop presented at Learning Sciences Graduate Student Conference annual meeting, Chicago, IL.

Grants and Fellowships

2024-2026

NSF STEM Education Postdoc Grant - PI (Under review)

National Science Foundation

Embodied Co-Analysis of Dance-Science Learning: Shaping scientists' embodied pedagogical reasoning for expansive science learning

$170,000

2021-2024

NSF AISL Grant - Co-PI

National Science Foundation

The body as a tool for science learning and research: Utilizing choreography and agent-based models to study scientific phenomena

$861,283

2019-2020

NSF INTERN Award - Principal Investigator

National Science Foundation

Educational Outreach Internship with New Dialect

$24,425

2017-2019

Research Grant

Curb Center Public Scholar, Vanderbilt University

$2,000

2017

Peabody Small Grant

Peabody College, Vanderbilt University

Making of Expansive Possibilities

$10,000

2018-2020

Peabody Dean's Fellowship

Peabody College, Vanderbilt University

$5,000

2016-2021

Graduate Honor Scholarship

Vanderbilt University

$50,000

Graduate & Undergraduate Teaching Experience

Fall 2024

Studio Seminar: A&HD 6999

Instructor of Record

Teachers College

Fall 2024

Doctoral Seminar 1: A&HD 6051

Instructor of Record

Teachers College

Fall 2023

Independent Study - Equity, Language, & CS Education

Instructor

NYU

Spring 2023

Advanced Topics in Computer Science Education

Co-Instructor

NYU

Spring 2021

Learning & the Interaction Order

Teaching Assistant

Vanderbilt University

Spring 2020

Learning & Design in Community Settings

Teaching Assistant

Vanderbilt University

Fall 2019

Design and Study of Informal Learning Environments

Teaching Assistant

Vanderbilt University

Spring 2019

Discourse in STEM

Teaching Assistant

Vanderbilt University

Summer 2018

Learning In & Out of Schools

Teaching Assistant

Vanderbilt University

2019-2022

Learning & Design Masters Program

Capstone Mentor

Vanderbilt University

Invited Talks

  1. STEM+Choreography: Ensemble, embodied resources for sensemaking and learning
    • Learning Sciences Brown Bag Lecture Series - Learning Sciences Research Institute, University of Illinois Chicago (Spring 2024).
  2. Centralizing Artistic Practices in Constructionist Learning
    • Scholarly Panel - FabLearn/Constructionism 2023, Teachers College, Columbia University (Fall 2023).
  3. Interaction Analysis: Methodological Seeds & Blossoms
    • Learning Sciences: Research & Methodological Perspectives - Graduate Course, University of Utah, Tracy Dobie (Spring 2023).
  4. Learning Sciences Early Career Advice
    • Learning Sciences Seminar - Graduate Course, University of Wisconsin Madison, David Shaffer (Spring, 2023).
  5. Scientific Discovery in Intergenerational Choreographic Modeling
    • Science Modeling - Undergraduate & Graduate Course, Vanderbilt University, Natalie De Lucca & Jessica Watkins (Spring, 2023).
  6. Interdisciplinary Collaboration in Design Research: A Process of Composing Across Design, Analysis, and Relations.
    • Teaching & Learning Department Lecture Series, NYU (Fall, 2022).
  7. Relationality in Interdisciplinary Co-Design & Co-Analysis.
    • Designing for Contexts - Graduate Course, Vanderbilt University, Kris Neal (Fall, 2022).
  8. New Approaches to Conjecture Mapping in Design Based Research.
    • Design Based Research Methods - Graduate Course, NYU, Chris Hoadley (Spring, 2022).
  9. Ethical Reflections on Design Research Partnerships.
    • Designing for Contexts. Introduction to the Design of Learning Environments - Graduate Course, Vanderbilt University, Kris Neal (Fall, 2021).
  10. Using Processes of Physical Research as Collective Embodied, Expressive Inquiry.
    • Introduction to the Arts with an Emphasis on Children's Literature - Graduate Course, Vanderbilt University, Jeanne Peter (Summer 2021).
  11. Embodied Methods of Interaction Analysis.
    • Learning in Interaction and Participation: Understanding the Role of Place, Bodies, and Movement - Graduate Course, UCLA, Ananda Marin (Spring, 2022).
  12. Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning.
    • Berkeley University Embodied Research Group - CU Berkeley, David DeLiema & Dor Abrahamson (Spring, 2021)
  13. Creating Large Scale Ensemble Mathematical Performances & Transformations.
    • Mathematics Visualization - Graduate Course, Vanderbilt University, Corey Brady (Fall 2018).
  14. Experiencing Ensemble Mathematics Learning in Choreography.
    • Learning In the Community - Graduate Course, Vanderbilt University, Andrew Hostetler (Summer 2017).
  15. Viewing Ensemble Mathematics in Choreography.
    • Learning in and out of Schools - Graduate Course, Vanderbilt University, Rogers Hall (Spring 2017).

Works Read in University Courses

  1. Learning Sciences: Research & Methodological Perspectives - Graduate Course, University of Utah, Tracy Dobie.
    • Vogelstein, L., Brady, C., & Hall, R. (2019). Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM Mathematics Education 51(2).
  2. Science Modeling - Undergraduate & Graduate Course, Vanderbilt University, Natalie De Lucca & Jessica Watkins.
    • Vogelstein, L. (2022). Chapter 4: Interdisciplinary Collaboration in Design Research: A Process of Composing Across Design, Analysis, and Relations. From Vogelstein Dissertation: Choreographic ways of knowing as generative sites for STEM learning, design, and analysis (pp. 77-146) Vanderbilt University 2022.
  3. Learning Sciences Graduate Seminar - Graduate Course, Stanford University, Victor Lee.
    • Vogelstein, L. (2021). Mathematical physical research: Mathematical agency in the practices of professional dancers. Proceedings of the International Society of the Learning Sciences Annual Meeting 2021 (pp. 299-306).
  4. Designing for Contexts. Introduction to the Design of Learning Environments - Graduate Course, Vanderbilt University, Kris Neal.
    • Vogelstein, L. (2022). Chapter 4: Interdisciplinary Collaboration in Design Research: A Process of Composing Across Design, Analysis, and Relations. From Vogelstein Dissertation: Choreographic ways of knowing as generative sites for STEM learning, design, and analysis (pp. 77-146) Vanderbilt University 2022.
  5. Design and Study of Informal Learning Environments - Graduate Course, Vanderbilt University, Rogers Hall.
    • Vogelstein, L. Brady, C., & Hall, R. (2019). Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM Mathematics Education 51(2).
  6. Learning in Interaction and Participation: Understanding the Role of Place, Bodies, and Movement - Graduate Course, UCLA, Ananda Marin.
    • Vogelstein, L. Brady, C., & Hall, R. (2019). Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM Mathematics Education 51(2).
  7. Learning and the Interaction Order - Graduate Course, Vanderbilt University, Rogers Hall.
    • Vogelstein, L. Brady, C., & Hall, R. (2019). Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM Mathematics Education 51(2).
  8. Learning & Design in Community Settings - Undergraduate Course, Vanderbilt University, Rogers Hall.
    • Vogelstein, L. Brady, C., & Hall, R. (2019). Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning. ZDM Mathematics Education 51(2).

Professional Development Design & Facilitation

2022

PiLa-CS Professional Learning Community

New York University

New York, NY

2022

Language, Justice, CS, & You

NYC Department of Education

New York, NY

2022

Choreographing Science AISL PD

University of Florida

Gainesville, FL

2019

INTERN Week exploring physical research of ensemble math

New Dialect

Nashville, TN

2018-2020

CAMPS Co-Design and Professional Development Workshops

Vanderbilt University

Nashville, TN

Professional Service

Journal Reviewer

2021-Present

2022-Present

Journal of the Learning Sciences

Cognition & Instruction

Grant Reviewer

2023-Present

Spencer Foundation

Conference Reviewer

2019-Present

2019-Present

2016-2021

American Education Research Association Annual Meeting

International Conference of the Learning Sciences

Learning Sciences Graduate Student Conference

Conference Organizer - Learning Sciences Graduate Student Conference

2018

2016-2020

Conference Co-Chair at Vanderbilt University

Faculty Speakers & Social Events Committee Chair

University Service & Memberships

2024-Present

Member, Morning Side Dance Works Committee, Teachers College, Columbia University

2024-Present

Member, Arnhold Institute for Dance Education Research, Policy, & Leadership Symposium Planning Committee, Teachers College, Columbia University

2019-2020

Chair, Department of Teaching & Learning Doctoral Student Association, Vanderbilt University

2019-2020

Science Ed Search Committee Graduate Representative, Department of Teacher & Learning, Vanderbilt University

2017-2018

First Year Liaison, Department of Teaching & Learning Doctoral Student Association, Vanderbilt University

2017

Social Chair, Department of Teaching & Learning Doctoral Student Association, Vanderbilt University

2017-2020

Co-Founder Math Club, Department of Teaching & Learning, Vanderbilt University

2018-2020

Graduate Student Orientation Panel, Peabody College, Vanderbilt University

Professional Memberships

International Society of the Learning Sciences (ISLS)

American Educational Research Association (AERA)

International Group for the Psychology of Mathematics Education (PME)

Selected Honors and Awards

2023

Undergraduate Mentee Nominated for Best LS Student Paper Award ISLS 2023

Research as Relational: Stories of ever-present learning between undergraduate research interns and project researchers.

2021

ISLS Nominated Best LS Student Paper Award

Mathematical Physical Research: Mathematical agency in the practices of professional dancers.

2019-2020

Jasmine Ma Award

for service to the DTL Doctoral Student Community

2017

NSF Graduate Research Fellowship Honorable Mention

Putting the Body Back into the Equation: Ensemble based embodied mathematical thinking and learning

2016

NSF Graduate Research Fellowship Honorable Mention

The Design Potential of Full Body Movements For Mathematics Thinking and Learning

2015-2016

Learning Sciences Scholarship

Northwestern University

2011-2013

Clare Boothe Luce Scholar

Fordham University

2009-2013

Dean's List

Fordham University

Curved name text Lauren Vogelstein Headshot

Learning Scientist

Dancer

Collaborator

I design and study STEAM learning environments where the A in STEAM is as respected as the STEM disciplines involved. In particular, I explore how collaborating with dancers and choreographers on the design and analysis of STEAM spaces can leverage artistic, choreographic research as rigorous forms of collective learning. I have extended this research as a Co-PI on the Choreographing Science Project, an NSF AISL grant ($858,997, Award #2115773).

Currently, I am a Visiting Assistant Professor in the Dance Education Program and Affiliated Researcher in the Arnhold Institute for Dance Education Research, Policy, & Leadership at Teachers College, Columbia University. I recently finished two postdoctoral fellowships at the University of Pennsylvania Graduate School of Education (mentored by Drs. Yasmin Kafai & Danaë Metaxa) and NYU in the department of Teaching and Learning (mentored by Drs. Jasmine Ma & Christopher Hoadley). Before that, I received my PhD in Learning & Design from Vanderbilt University (mentored by Drs. Rogers Hall & Corey Brady) and my BFA in Dance & Choreography from the Ailey/Fordham BFA program (mentored by Kazuko Hirabayashi).

About

Childhood

Childhood

I began dancing at a young age and also became enamored with counting and pattern making as well. I always felt challenged and compelled by questions I explored in dance and STEM spaces separately and was encouraged to pursue dance as a hobby and STEM as a career.

College

Lauren dancing during her college years

My love of dance and math brought me to NYU where I received my BFA in dance and BS in mathematics from the Ailey School & Fordham University. For my senior choreographic thesis, I choreographed two works. One explored dance as a relational form of research and the other explored dance as a medium for mathematical research. This intensive dance environment allowed me to begin to see dance making as a form of research in its own right that could also be generative to other disciplines.

Teaching

Lauren wearing a GoPro camera during her dissertation research

After college I worked as an educator on the floor of the National Museum of Mathematics (MoMath) in NYC where I first developed activities bringing math and dance together. I also worked as a math and science teacher at a private school where my constant wonderings about how to engage students' full bodies and selves in their learning led me to apply to graduate school.

Graduate School

Lauren and her professors at Northwestern University

I received an MA in Learning Sciences from Northwestern University where I began to develop my identity as a learning scientist. I continued my inquiry about dance and STEM learning at Vanderbilt University where I earned my PhD in Learning & Design under the mentorship of Drs. Rogers Hall & Corey Brady. My dissertation research focused on choreographic ways of knowing as sites for STEM learning, design, and analysis.

Postdoctoral

Postdoctoral

From 2023-2024 I was a postdoctoral associate at the University of Pennsylvania working with Drs. Yasmin Kafai & Danaë Metaxa on an NSF funded ITEST project (2333469) to study what high schoolers already know about biases in Artificial Intelligence and Machine Learning systems from their everyday uses and how to support further learning about biases in these systems. This work foregrounded youths' critical perspectives on how technologies (mis)represent their bodies, which informs my research bringing agent based computational modeling and choreographic modeling practices together.

From 2022-2024 I was funded by the George Lucas Educational Foundation as a postdoctoral associate on the study of equitable learning environments. Through this fellowship I was a postdoctoral associate at New York University and worked with Drs. Jasmine Ma, Christopher Hoadley (University of Buffalo), & Laura Ascenzi-Moreno (Brooklyn College) on an NSF funded project (1837446) that studied how to support teachers to incorporate Computer Science into their classrooms by foregrounding the needs and translanguaging expertise of bi/multilingual learners. This work foregrounded the use of syncretism as a theoretical and design framework for designing expressive and expansive learning environments, which informs my research bringing dance and STEM disciplines together in syncretic ways.

Currently

Lauren and her postdoctoral fellows at NYU

I am a Visiting Assistant Professor in the Dance Education Doctorate Program at Teachers College, Columbia University. In this role, I advise doctorate students as well as teach courses that support students in narrowing down their dissertation topics (Doctoral Seminar 1) and introduce students to embodied, qualitative methods of research in which students identify a puzzling phenomenon from their experience as artists and dance educators and practice methods of data collection and analysis to begin to disentangle and explain their phenomena (Studio Seminar).

I am also a co-PI on the three-year NSF AISL project Choreographing Science (Award #2115773). This project extends my previous work into scientific modeling as we are working to bring scientists, middle schoolers, and choreographers together to use choreographic and computational modeling tools to study emergent phenomena from partner scientists' own active lines of research outline the four of us and the poster in between.

Research

I work to widen the resources made available for learning and doing STEM in order to provide spaces where youth feel the expressiveness of their joint sense-making is valued and nurtured.

Projects

Choreographing Science

(Co-PI NSF AISL Award #2115773 2021-Present)

Algorithmic Audits by Youth

(Postdoctoral Associate 2023-Present)

PiLa-CS

(Postdoctoral Associate 2022-2024)

CAMPS

(Graduate Research Assistant 2017-2021)

Physical Research

(2017-2022)

Ensemble Math

(2017-2022)

GEM STEP

(Graduate Research Assistant 2021-2022)

STEAM Maker Pedagogies

(Graduate Research Assistant 2017-2021)

Teaching

Continually working through what it means for learning to occur through shifts in participation in communities of practice.

My work as an educator is intimately related to my work as a researcher.

I work to illuminate the genius and ingenuity of (young) learners through the pedagogy and design of robust, embodied learning environments. I echo Rose's ethos that people make sense, and thus I work with an ethical analytic and pedagogical responsibility to honor the sensibility in learners' sensemaking. Preserving learners' dignity is of the utmost importance as learning is an extremely vulnerable process of humanization. I bring enthusiasm, humor, and care to my pedagogical sensibilities, as I have learned from educators that I admire and participants in my research that enthusiasm is infectious, humor can be relaxing, and care is the essence of all good teaching.

Whether it is a middle school student trying to choreograph a reflection with a whooshing motion,

or a pre-service teacher sharing observations of learning in context, my pedagogical role is to make sense of their thinking, highlight the generative aspects of it, and push towards more expansive ends. As one graduate student shared in an evaluation of my teaching, “Lauren's greatest strength is in the ways that she highlights the unique and interesting pieces of each person's contribution. This is far from simple complimenting, but rather, a way to emphasize the brilliance in what everyone is able to contribute in class, and weave them together in a coherent story.”

As an educator, I see my role as an ambassador of the Learning Sciences as a field.

Thus, my primary teaching goal is for students to thoughtfully connect theory to their design and pedagogical decisions so that their sensemaking is guided by conceptualizations of how learning happens. I want students to reflect on the socially and interactionally complex nature of learning as an aesthetic, emotional, ethical, and political experience. Across my teaching experiences at Vanderbilt, from an undergraduate course on the design of informal learning environments to an advanced graduate methods course on Interaction Analysis, I have asked students to engage in close descriptive observations of learning in context. While this entails pushing students to put theories of learning into action in their own descriptive analyses, it also involves explicitly engaging students in examining how issues of equity and power are at play in learning environments. In my research, I have seen how even the most expansive pedagogies can be limited by deficit ideologies of race, class, and gender, (Sengupta-Irving, Vogelstein, Brady, & Phillips-Galloway, accepted with major revisions JLS). Thus, I explicitly attend to ideologies and limiting assumptions in my own teaching in order to push students to consider these same tensions in their own conceptualizations of learning and design.

Commitments

Over the past few decades...

The field of the Learning Sciences has experienced generational shifts, from regarding conceptualizations of learning as an individual phenomenon to recognizing learning as a process mediated by dynamic histories, cultures, and social relations. Researchers are now drawing on a history of work in Critical Theory to foreground issues of power, politics, and ethics within education research. These leading scholars commit to designing and studying dignity-affirming and expansive educational contexts that resist narrow conceptions of learning that reproduce hegemonic systems. In line with these scholars, I understand equity, diversity, and inclusion in education to be illuminated by an interrogation of political and ethical commitments which serve as concrete actions towards dismantling oppressive systems and imagining and building humanizing worlds. Thus in this statement I articulate my commitments to engage identities as opportunities for praxis, privilege artistic ways of knowing, and foster collectivity and care.

Engaging Identities as Opportunities for Praxis

As a sociocultural theorist of learning, I am acutely aware of the ways (felt and perceived) identities shape how we see, understand, and engage in the world. My multifacated identities as a white, straight, cis-genedered, able-bodied, Jewish, female (to name a few) influence not only how I approach research, teaching, and service, but also how my actions are received by others as either reproducing or challenging harmful social hierarchies. Thus, I intentionally create opportunities to interrogate and learn from collaborators', students, and my own subjective positionalities to create more dignifying worlds.

For example, in my second writing sample my colleagues and I use an analytic lens that combines prolepsis and telos to help bring into focus how educators' ideologies of race, class, and gender influence what experiences from the past they draw on, which shapes their imagined futures for youth and ultimately is reflected in how they mediate learning in the present (Sengupta-Irving, Vogelstein, Brady, & Phillips-Galloway, JLS, accepted). This analysis has led me to reflect on my own positionality as a white scholar and educator. While it is inevitable to draw on our past lived experiences in interaction, as a white female this means it is important to make visible structures of white supremacy in my history and future imaginings. For example, as an enthusiastic child I had a habit of blurting out answers in school. I was never harshly reprimanded for this and was told it was a positive trait. However, similar or even the same forms of participation by black girls have been documented to lead to harsh and dangerous reprimands, including being labeled as unruly children and forced out of classrooms. While as an adult I am still an enthusiastic learner, I now have a more nuanced understanding of my positionality. While enthusiasm for learning can be infectious and wonderful, taking up too much space is not a virtue. As a researcher and educator, it is important to make sure many voices and perspectives are included (knowing when to step in and step out) and to not read quietness or hesitancy as a lack of enthusiasm, as interpreting speaking out as enthusiasm (instead of say, disrespect for others' participation), has been shaped by my whiteness. Thus, it is important to continually reflect and question what I read as productive, good, and desirable to make visible how white supremacy influences their social construction.

Additionally, I have taken up the practice of continuously returning to data with others to illuminate norms and social dynamics that are obscured by my own positionality. When co-analyzing data with dancer collaborators, we recognized an interaction with four young boys as an episode needing to be reframed by racialized systems of participation. Although we first noticed these boys' position near the teacher as consistent with the gendered dynamics in the movement space (boys in closer proximity to the teacher than girls) we then realized that these boys often stayed out of the teacher's line of sight. This nuance was salient to us as a group including one black male queer dance artist and one white female queer dance artist, because marganilized students (especially students of color) often protect themselves from harmful stereotypes by participating in educational spaces at the periphery. We then understood the teacher's invitation to participate as a move that allowed these boys to contribute movements on their own terms. By centering an intersectional framework of race and gender, we saw the complexities young students of color navigated in our own design and the impactful ways this teacher helped steer this interaction towards a meaningful, empowering learning experience (manuscript in preparation).

Privileging Artistic Ways of Knowing

My history and identity as a dance artist informs my political commitment to positioning dance as a form of research and dancers as collaborative research partners. Dance has too often been cast as an artistic and physical pursuit separate from the superior, thinking brain. However, how we move and feel in our bodies is an important part of learning and sensemaking, and cutting off these resources limits what and how we can learn in STEM and other learning environments. In my research, I explore choreographic practices as processes of inquiry to challenge social narratives that cast embodied and artistic ways of knowing as antithetical to rigorous, scientific methods of knowledge production. For example, my colleagues and I show how a group of four 8th grade girls manipulating a large square sheet of Mylar developed a complex conceptualization of reflections as consisting of the coordination of two pairs of pairs (Vogelstein et al., ZDM, 2019, writing sample 1). They came to this understanding by attending to how their choreography looked and felt; by privileging these girls' aesthetic sensibilities and axiology, we illuminate the novel sensemaking approaches dance afforded these girls in their mathematics learning. I carry this commitment to privileging artistic ways of knowing into my own pedagogy. For example, in leading a discussion on gender in a course on Critical Discourse Analysis, I showed a work of dance performed by my collaborators entitled “Girls,” which explored and challenged female stereotypes. Grounding this discussion in art pushed the group's ideas to include embodiment and movement as communicating sociopolitical discourses. I am excited to expand this pedagogical practice by including works of art as texts in my syllabi in the future.

Fostering Collectivity & Care

In centering choreographic inquiry processes such as the practice of “physical research” that the dancers I collaborate with engage in (Vogelstein, ISLS, 2021), I also center collective practices in my research. For example, my dance collaborators and I have been thinking through a phenomenon we are calling “choreographies of care,” where small groups demonstrate their care for each other in a larger group context by moving and responding to each other's movements (manuscript in preparation). This is important in STEM learning environments where what counts as learning can often center hyper-individualism, normative and simplified views of correct thinking, and competitiveness. Such STEM environments typically ignore potential resources and cultural assets for creative production.

Leveraging collectivity and fostering care in STEM learning environments is a central commitment in my research, mentorship and service. In mentoring Learning & Design master's students in their capstone projects, I started each year by meeting as a group to collectively workshop each student's nascent design wondering. Similarly to how middle schoolers enacting computational movement rules saw each others' contributions as proposals to respond to, capstone students began to see each other's ideas as proposals to supportively build on. In turn, this helped create a community in which students' saw each others' heterogeneous experiences as generative resources to seek out. In addition, throughout my time at Vanderbilt I have been an active member of our department's doctoral community through the Doctoral Student Association (DSA). I have held almost every position in the DSA from social chair, to president, to first year liaison when I implemented a new first year buddy system to more wholly integrate first year students into our community. I was honored with the Jasmine Ma Award by my peers for service to our doctoral student community. As one nomination read, “Lauren takes the doctoral student community more seriously than anyone I know. ...She listens carefully and gives thoughtful feedback - above and beyond what is expected. She is intentionally present to celebrate our successes or grieve our losses. She is a powerful uniting force, and the DSA would not be what it is without her.”

Choreography

I think I heard you say that once. (2013)

This process explored two things: (1) how to bring the comfort in moving together in the studio onto a stage with an audience and (2) how to weave episodic like attributes like the structure of a television program

Hawaii (2017)

This process explored opposite dynamics both simultaneously and separately.

The Walk to the Front is Complicated (2014)

This process explored variation in repetition as tied to changes in experience.

QED (2013)

This process explored how to physicalize mathematical research in algebraic geometry.

Seriously? (2012)

This process explored a choreographic definition of humor as the unexpected.