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Cultural Clash: Exploring How Studio-Based Pedagogy Impacts Learning for Students in HCI Classrooms.

, , , , , and . Conference on Designing Interactive Systems, page 1131-1142. ACM, (2020)

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Promoting intentions to persist in computing: an examination of six years of the EarSketch program., , , , and . Comput. Sci. Educ., 30 (4): 394-419 (2020)Cultural Clash: Exploring How Studio-Based Pedagogy Impacts Learning for Students in HCI Classrooms., , , , , and . Conference on Designing Interactive Systems, page 1131-1142. ACM, (2020)Implementing EarSketch: Connecting Classroom Implementation to Student Outcomes., , , , , , and . SIGCSE, page 634-640. ACM, (2019)Exploring the Correlation Between Teacher Pedagogical Content Knowledge and Content Knowledge in Computer Science Classrooms., , , , , , , and . ITiCSE, page 315. ACM, (2019)Accounting for Pedagogical Content Knowledge in a Theory of Change Analysis., , , , , , , and . ICER, page 157-165. ACM, (2019)Authenticity and Personal Creativity: How EarSketch Affects Student Persistence., , , , , and . SIGCSE, page 987-992. ACM, (2018)EarSketch: engaging broad populations in computing through music., , , , , and . Commun. ACM, 62 (9): 78-85 (2019)Complementary Roles of Note-Oriented and Mixing-Oriented Software in Student Learning of Computer Science Plus Music., , , , , and . Comput. Music. J., 46 (3): 48-66 (Fall 2022)Developing Computational Thinking in Middle School Music Technology Classrooms., , , , , , , , and . SIGCSE (2), page 1746-1747. ACM, (2024)Leveraging Prior Computing and Music Experience for Situational Interest Formation., , , , , and . SIGCSE, page 928-933. ACM, (2021)