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LEAPES SUMMER CAMP(2022)
LEAPES SUMMER CAMP(2022)
During the LEAPES Summer Camp, I designed and co-facilitated STEM learning experiences that integrated robotics and remote sensing technologies for K-12 teachers and students. My role included developing instructional activities that demonstrated how these emerging tools could be used to strengthen STEM inquiry, particularly in rural schools.
TELEPRESENCE ROBOTS (2022)
TELEPRESENCE ROBOTS (2022)
In my research on telepresence robots, I examined instructional approaches for integrating robotic presence into K-12 classrooms. I explored how these tools can support student access and inclusivity, particularly in rural contexts. This project resulted in a peer-reviewed conference proceeding (Critical Questions in Education, 2023), advancing conversations about how telepresence robots can be designed and adopted to address educational equity.
Related Publication
Darvishinia, N., & Clark, J. S. (2023). Teacher Instructional Approaches Towards Telepresence Robots in Education, Critical Questions in Education, San Diego, California.
SOARING SUMMER CAMP (2023)
SOARING SUMMER CAMP (2023)
At the SOARING Summer Camp, organized by Kansas State University’s Rural Education Center in partnership with the University of Kansas' Center for Remote Sensing of Ice Sheets (CReSIS), I designed and supported STEM learning experiences that introduced rural teachers and high school students to geoscience and remote sensing technologies. I contributed to planning instructional modules on drone operation and geoscience career exploration, collaborating with faculty from geosciences and agriculture to connect hands-on projects with real-world applications. I also gathered teacher feedback to refine instructional approaches, ensuring the camp not only built technical skills but also expanded access to STEM pathways for rural schools.
The training began with presentations from faculty in Aerospace Engineering and Geology, followed by structured rotations in which one student group attended presentations while another explored the KU campus, an intentional design to spark interest in STEM degree pathways.
Related Publication
Darvishinia, N., & Clark, J. S. (2024). Empowering rural education: Exploring the integration of robotics and remote sensing technologies. Proceedings of Society for Information Technology & Teacher Education International Conference (SITE), Las Vegas, NV.
*This study drew from activities across both the LEAPES and SOARING summer camps.
The program concluded with a hands-on drone flight session at the Lawrence Model Airport, where participants applied what they had learned in a real-world setting. I collaborated with faculty across disciplines and gathered teacher feedback to refine instructional approaches. This ensured the camp created both technical skills and long-term interest in STEM education.
KFAC VIRTUAL REALITY PROFESSIONAL DEVELOPMENT (2023)
KFAC VIRTUAL REALITY PROFESSIONAL DEVELOPMENT (2023)
As the lead trainer for the Kansas Foundation for Agriculture in the Classroom (KFAC), I designed and led a two-day professional development program introducing 39 STEM teachers to virtual reality applications for classroom use. Drawing on teacher survey data, I created tailored learning modules that balanced technical training with pedagogical integration. Teachers were encouraged to think about how VR could be adapted for their own students, particularly multilingual learners and those in rural schools where resources are often limited.
To assess the effectiveness of this design, I collected post-session feedback through a Qualtrics survey. As part of the program evaluation, teachers were asked to reflect on how well the session met their expectations.
The feedback revealed a consistent pattern of success. Participants described the session as “fantastic,” “very helpful and knowledgeable presenters,” and “beyond my expectations.” Many emphasized that the workshop exceeded their expectations and highlighted both the relevance of the content and the accessibility of the design.
Related Publications
Darvishinia, N. & Goodson, T. (2025). Enhancing Educator Engagement and Practical Impact through VR Training in K-12 STEM Education. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (SITE) (pp. 3040-3046). Orlando, FL, USA: Association for the Advancement of Computing in Education (AACE).
Darvishinia, N., Rios, A., & Clark, J. S. (2025). Innovative pathways in STEM: Virtual reality for empowering English Language Learners. Journal of Interactive Learning Research, 36(3), 269–292. (Although not drawn directly from KFAC data, this literature review reflects the theoretical grounding that informed the design of the teacher training.)
Darvishinia, N. Evaluating a Virtual Reality Professional Development Program for STEM Teachers. Journal of Technology and Teacher Education (Under Review).
Darvishinia, N. Virtual reality and STEM access for English Language Learners: A grounded theory study of educator perspectives in rural and urban schools. Target journal: Journal of Technology and Teacher Education. (In Preparation)
Invited by Kansas State University’s Center for Academic Innovation and Teaching & Learning Center, I designed a professional development workshop for higher education faculty on the applications of VR in academic settings. The session combined a research-based presentation on scholarly articles with structured, hands-on activities to help faculty connect VR to their teaching and research.
FACULTY PROFESSIONAL DEVELOPMENT (2024)
FACULTY PROFESSIONAL DEVELOPMENT (2024)
For Canvas.mp4NEW LITERACIES IN CONTEMPORARY CLASSROOMS (2024 - 2025)
For this undergraduate course, I designed and added 2 modules ( 4 class sessions) that introduced 50 future K-6 educators to virtual reality as a literacy tool. The session began with a research-informed presentation on VR’s role in literacy instruction, followed by a guided hands-on activity in which students explored the application called Reading World VR using Meta Quest headsets. All students were actively engaged in the activity, which marked the first time VR had been used in a class session at our college and the first campus-wide example of immersive technology integration in teaching. The design emphasized connecting theory to practice as students reflected on how immersive environments could enhance literacy engagement and considered accessibility for multilingual learners.
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