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Lauren Vogelstein, a brown-haired women wearing a colorful dress.

Lauren Vogelstein, STEM Education

Lauren Vogelstein received her PhD in the Learning Sciences from the Department of Teaching and Learning in Peabody College at Vanderbilt University, advised by Rogers Hall and Corey Brady. Her work focuses on how choreographic ways of knowing can be generative sites for STEM learning, design, and analysis. 

She is now a postdoctoral scholar at NYU, working on the PiLa-CS project to support teachers to incorporate CS with a translanguaging lens into their classrooms. In this position, she is a Lucas Education Foundation postdoctoral fellow, focusing on the study and design of equity-centered learning environments. In addition to her postdoctoral work, Lauren is a co-PI on the three-year NSF project, applying a complex systems perspective to investigate the relationship between choreography and agent-based modeling as tools for scientific sense-making (Award #2115773). 

Lauren began dancing at a young age and became enamored with counting, organizing, and pattern making. Her love of the art form as well as mathematics brought her to New York, where she received a BFA in dance and a BS in mathematics from The Ailey School and Fordham University. She then went on to work at the National Museum of Mathematics, where she worked as an educator and developed a movement-based mathematics curriculum. She then went on to earn her Masters in Learning Sciences from Northwestern University. Her dissertation research at Vanderbilt explored bridging dance, mathematics, and computation by developing tools and techniques to allow children and adults to use their bodies as tools for ensemble-based mathematical choreographic thinking and learning.

Selected Publications

  1. Vogelstein, L., McBride, C., Wilkerson, M., Vogel, S., Barrales, W., Ascenzi-Moreno, L., ... & Gutiérrez, K. (2023). Storytelling “in Theory”: Re-imagining Computational Literacies through the Lenses of Syncretism and Translanguaging. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 800-807. International Society of the Learning Sciences.
  2. James, S., Vogelstein, L., 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 17th International Conference of the Learning Sciences-ICLS 2023, pp. 617-624. International Society of the Learning Sciences.
  3. 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, 51, 331-346.
  4. Vogelstein, L. (2020, January). Physical research: Professional dancers exploring collective possibilities in a solidifying substrate. In The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 2).
  5. Vogelstein, L., Brady, C., & Hall, R. (2017, June). Mathematical reflections: The design potential of ensemble performance. In Proceedings of the 2017 Conference on Interaction Design and Children (pp. 583-588).
  6. Vogelstein, L., & Bracy, C. (2019). Taking the patch perspective: A comparative analysis of a patch based participatory simulation. In Computer-supported collaborative learning (Vol. 1).
  7. Sengupta-Irving, T., Vogelstein, L., Brady, C., & Phillips Galloway, E. (2023). Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning. Journal of the Learning Sciences, 32(2), 211-249.
  8. Vogelstein, L. (2021). Mathematical Physical Research: Mathematical agency in the practices of professional dancers. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021.. International Society of the Learning Sciences.
Wendy Barrales, a woman with curly brown hair and glasses.

Wendy Barrales, Teaching and Learning

Wendy Barrales, PhD, is an interdisciplinary scholar-activist and Postdoctoral Associate in the Department of Teaching and Learning at NYU. As a daughter of formerly undocumented Mexican immigrants and a first-generation college student, Dr. Barrales brings a unique perspective by merging art, archiving, and digital storytelling rooted in lived experience as legitimized knowledge and theory. She is the founder of the award-winning Women of Color Archive (WOCArchive), an intergenerational art-based storytelling project that preserves, documents, and amplifies the experiences of women of color. She received her B.A. in Education from Cal State University, Los Angeles, M.A. in Literacy Education from NYU, and Ph.D. in Urban Education from The Graduate Center - CUNY where she published a multimodal dissertation, on the invisibilized stories of women, searching for mami & abuelita

In 2016, Dr. Barrales was the founding Adviser of Curriculum and Design of an all-girls STEM high school in Brooklyn, where she was the inaugural chair of Ethnic Studies. After a decade as a public school teacher, Dr. Barrales continues to support educators through the Computer Science for All initiative, as an Induction Mentor at Teachers College, Columbia University, and facilitating workshops on political education with the New York Collective of Radical Educators (NYCORE)

At NYU, Dr. Barrales works alongside Black and Latinx youth and educators to co-design learning spaces that support the development of positive self-identities for historically marginalized students in the field of science. Inspired by bell hooks, Gloria Anzaldúa, and her own mami and abuelita’s invisibilized stories, Dr. Barrales’ research interests include feminist pedagogies, participatory archiving, women’s oral histories as knowledge production, and digital art exhibitions as intergenerational sites of learning. Her work has been awarded by the American Association of University Women, The National Science Foundation, the Center for the Humanities, the George Lucas Educational Foundation,  and the National Women’s Studies Association.

Selected Publications

  1. Barrales, W., (forthcoming). Ethnic Studies Pedagogies Journal. Intergenerational
    storytelling as a public art praxis.
  2. Barrales, W., Hunt, V., Martinez-Alvarez, P., Sanchez, M.T., Klein, T., (2024). 10
    years at Dos Puentes. University Collaborations: Service and Research Projects.
  3. Mangual Figueroa, A., & Barrales, W. (2024). Ethics of Departure. Bloomsbury Encyclopedia on Social Justice in Education. Bloomsbury Publishing.
  4. Barrales, W. (2023) Nuancing Latinidad Through Visual Testimonios in a Women of
    Color Archive: Latina Girls and Matriarchs as Knowledge Producers. Latinx Interdisciplinary Perspectives SAGE Publishing.
  5. Mangual Figueroa, A., & Barrales, W. (2021) Testimonio and Counterstorytelling by Immigrant-Origin Children and Youth: Insights That Amplify Immigrant Subjectivities.
    Societies,11(2), 38.
  6. Badhey K., Barrales, W., Guerrero, N., (2020) Connecting Through Time: Intergenerational Family Storytelling. Photoville.
  7. Barrales, W. (Contributor). (2020, February 25). BIPOC: Navigating Grad School
    [Audio podcast episode]. In Abolition Science. Retrieved from