Vogelstien, Lauren E. (lev2124)

Dr. Vogelstein's interests at the intersection of STEM and dance were nurtured at Fordham University and the Alvin Ailey School, where she earned her BS in Mathematics and BFA in dance with a concentration in choreography. She went on to earn her MA in Learning Sciences from Northwestern University and her PhD in Learning and Design from Vanderbilt University. She recently completed postdoctoral fellowships at NYU (2022-2024) and the University of Pennsylvania (2023-2024), working on NSF-funded projects focused on the study of equitable and expressive computing learning environments.

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

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

Vogelstein, L., & Bashaw, B., & Henley, M. (October, 2024). Dance-Based Ways of Demonstrating (Science) Learning in Interaction (Without Words). The 12^th Annual Meeting of the Language and Social Interaction Working Group New York, NY.

Vogelstein, L., Champion, C., Wagh, A., & Appleby, L. (2024) Growing into Collective Forms of Scientific Inquiry: The dignifying affirmation of timid, half-baked ideas. Published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024. https://repository.isls.org/bitstream/1/10651/1/ICLS2024_1179-1182.pdf

Wagh, A., Vogelstein, L., & Champion, D. (2024). Fused Representations: Linking Choreographic and Digital NetLogo Modeling through Intermodal Inquiry. Published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024. Credited for shared first author contribution in acknowledgements. https://repository.isls.org/bitstream/1/11160/1/ICLS2024_714-721.pdf

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. Published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024. https://repository.isls.org/bitstream/1/10851/1/ICLS2024_2013-2020.pdf

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. Published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024. https://repository.isls.org/bitstream/1/10853/1/ICLS2024_2021-2028.pdf

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. Published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024. https://repository.isls.org/bitstream/1/10834/1/ICLS2024_1894-1901.pdf

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. Published in the proceedings of the International Society of the Learning Sciences Annual Meeting 2024. https://repository.isls.org/bitstream/1/10839/1/ICLS2024_1926-1933.pdf

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

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

**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

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

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