2120 Campus Drive
Evanston, IL 60208-0001
Curriculum VitaeView Kay Ramey's CV.
|2017||PhD, Learning Sciences||Northwestern University|
|2010||MA, Social Sciences||University of Chicago|
|2007||BA, Psychology and Art Theory & Practice||Northwestern University|
|2017||FUSE Studios: Bringing Interest-driven, Integrated-STEAM Learning into Schools via Makerspaces|
Selected PublicationsRamey, K. E. & Stevens, R. (Working Paper/In Press/Under Review). Tracing trails of becoming: Using CHAT to Understand Relations Between Interest, Identity Development, and Learning in Makerspace Classrooms. Learning, Culture, and Social Interaction.
Ramey, K. E., Stevens, R., & Uttal, D. (Working Paper/In Press/Under Review). In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school making and tinkering activities. Journal of Educational Psychology.
Flanagan-Hall, G. A., Wu, J., Atit, K., Ramey, K. E., Vondracek, M., Jona, K., Uttal, D. (2018). Exploring design trade-offs in high school maker activities with steps to bridge the classroom threshold. Proceedings of the 13th International Conference of the Learning Sciences, London, UK.
Ramey, K. E., Stevens, R. & Uttal, D. H. (2018). STEAM learning in an in-school makerspace: The role of distributed spatial sensemaking. Proceedings of the 13th International Conference of the Learning Sciences, London, UK.
Stevens, R., Ramey, K., HilppÃ¶, J., Kumpulainen, K., Kajamaa, A., Rajala, A., Meyerhoff, P., & Halverson, R. (2018). Exploring the adoption, spread, and sustainability of an informal STEAM learning innovation in schools. Proceedings of the 13th International Conference of the Learning Sciences, London, UK.
Atit, K., Ramey, K., Bar-El, D., Jona, K., Worsley, M., Stevens, R., Flanagan-Hall, G., Wu, J., Vondracek, M., & Uttal, D. (2018). Changing who is making: Broadening participation in maker activities. Proceedings of the First Annual Connected Learning Summit, Cambridge, MA.
Ramey, K. E. & Uttal, D. H. (2017). Making sense of space: Distributed spatial sensemaking in a middle school summer engineering camp. Journal of the Learning Sciences: 277-319.
Atit, K., Ramey, K. E., Uttal, D. H., & Olszewski-Kubilius, P. (2016). Integrating engineering into the K-8 classroom: A method of identifying and developing strong spatial thinking skills in A. Cotabish & D. Dailey (Eds.), Engineering instruction for high ability learners in K-8 classrooms Prufrock Press.
Stevens, R., Jona, K., Penney, L., Champion, D., Ramey, K. E., Hilppö, J., Echevarria, R., & Penuel, W. (2016). FUSE: An alternative infrastructure for empowering learners in schools. Proceedings of the 12th International Conference of the Learning Sciences, Singapore, SG, Volume 2: 1025-1032.
Ramey, K. E., Champion, D. N., Dyer, E. B., Keifert, D. T., Krist, C., Meyerhoff, P., Villanosa, K. & Hilppö, J. (2016). Qualitative analysis of video: Standards and heuristics. Proceedings of the 12th International Conference of the Learning Sciences, Singapore, SG, Volume 2: 1033-1040.
My research examines ways to engage students in STEM learning through arts-integration (STEAM) and hands-on making, tinkering, and engineering design activities. In the context of these activities, I examine what students learn, with a particular focus on meta-disciplinary skills, such as spatial skills and 21st century skills. I also study how student interests shape learning, and how student-centered, informal learning activities, such as making and tinkering activities, might be moved into schools to increase STEM engagement and participation, particularly for female, low SES, and underrepresented minority students. As a result, my work on making and tinkering in schools not only examines student experiences but also the multiple layers of context and organizational structure which surround and support (or hinder) those student experiences.
My work is informed by a range of both cognitive and socio-cultural perspectives on learning, but primarily draws upon Distributed Cognition Theory, Actor Network Theory, Cultural Historical Activity Theory, and Constructionism. Consequently, my work is primarily qualitative, relying on video-ethnographic methods such cognitive ethnography and interaction analysis. However, I have experience with and have drawn upon a wide range of qualitative, quantitative, and design based research methods in my work.
Last Updated: 2018-10-03 14:05:24