Publications

Selected Papers


(For a complete list of papers published in journals and conference proceedings, visit  Wendell's Google Scholar profile.) 

Dalvi, T., & Wendell, K. (2024). Epistemic conflict and sensemaking in elementary students' navigation of an engineering design task. Science Education. [Link]

Dalvi, T., & Wendell, K. (2024). Characterizing elementary students’ authentic navigation through an engineering design task using a design space lens. School Science & Mathematics. [Link] 

Topçu, M. S., Wendell, K. B., & Andrews, C. J. (2024). Elementary students’ use of mechanistic reasoning to explain community-connected engineering design solutions. Journal of Science Education and Technology, 1-12. [Link]

Wendell, K., Watkins, J., Andrews, C., DeLucca, N., Pangan, T., Woodcock, R., Gor, V., Malinowski, M., Sood, N. (2024). Design Talks: Whole-class conversations during engineering design units. Science and Children. [Link]

Melsky, K., Stuopis, I., Wendell, K., & Kemmerling, E. (2023). Personalized problems and student discourse in thermal fluid transport courses. International Journal of Mechanical Engineering Education. [Link]

Bernstein, D., Puttick, G., Wendell, K., Shaw, F., Danahy, E., & Cassidy, M. (2022). Designing biomimetic robots: Iterative development of an integrated technology design curriculum. Educational Technology Research and Development, 70, 119-147. [Link]

Paugh, P., & Wendell K. (2021). Disciplinary literacy in STEM: A functional approach.  Journal of Literacy Research, 53(1). [Link]

 

Dalvi, T. S., Mangiante, E., & Wendell, K. B. (2021). Identifying pre-service teachers’ conceptions about the NGSS practices using a Curriculum Critique and Revision (CCR) task. Journal of Science Teacher Education. 32(2), 123-147. [Link] 

 

Batrouny, N., Andrews, C., Wendell, K., & Dalvi, T. (2020). Mapping students’ engineering processes with design zones. Science and Children. [Link]


Wright, C. G, Likely, R., Wendell, K. B, Paugh, P. P, & Smith, E. (2019). Recognition and positional identity in an elementary professional learning community: A case study. Journal of Pre-College Engineering Education Research. 10(1), Article 1.  [Link]


Wendell, K. B., Andrews, C. J., & Paugh, P. (2019). Supporting knowledge construction in elementary engineering design. Science Education, 103(4), 952-978. [Link]


Wendell, K. B., Swenson, J. E., & Dalvi, T. S. (2019). Epistemological framing and novice elementary teachers’ approaches to learning and teaching engineering design. Journal of Research in Science Teaching, 56(7), 956-982. [Link]


Paugh, P., Wendell, K., & Wright, C. (2018). Elementary engineering as a synergistic site for disciplinary and linguistic learning in an urban classroom. Literacy Research: Theory, Method, and Practice, 67(1), 261-278. [Link]

 

Wright, C.G., Wendell, K.B., & Paugh, P.P. (2018). “Just put it together to make no commotion:” Re-imagining urban elementary students’ participation in engineering design practices. International Journal of Education in Mathematics, Science and Technology, 6(3), 285-301. [Link]


Johnson, A., Wendell, K. B., & Watkins, J. (2017). Examining experienced teachers' noticing of and responses to students' engineering. Journal of Pre-College Engineering Education Research, 7(1), Article 2. [Link]

 

Wendell, K. B., Wright, C. G., & Paugh, P. (2017). Reflective decision-making in elementary students’ engineering design. Journal of Engineering Education, 106(3), 356-397. [Link]

 

Dalvi, T., & Wendell, K. B. (2017). Using student video cases to assess pre-service elementary teachers’ engineering teaching responsiveness. Research in Science Education, 47(5), 1101-1125. [Link]

 

Dalvi, T., Wendell, K. B., & Johnson, J. (2016). Community-based engineering: Experiences from a 2nd grade urban classroom. Young Children, 71(5), 8-15. [Link]


Dalvi, T., & Wendell, K. B. (2015). Community-based engineering. Science and Children, 53(1). 67-73. [Link]


Wendell, K. B. (2014). Design practices of pre-service elementary teachers in an integrated engineering and literature experience. Journal of Pre-College Engineering Education Research, 4(2), Article 4. [Link]

 

Wendell, K. B., & Rogers, C. (2013). Engineering-design-based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513-540. [Link]

Selected Book Chapters


Paugh, P., Wendell, K., & Wright, C. (2022). The face-to-face language of engineering design teams in urban elementary classrooms. In A. Wilson Lopez, A. Mejia, E. Tucker-Raymond, & A. Esquinca (Eds.) The literacies of design: Studies of equity and imagination in engineering and making. Purdue University Press.


Cunningham, C. M., Wendell, K. B., & Bauer, D. (2021). Crosscutting concepts in engineering. In J. Nordine & O. Lee (Eds.). Crosscutting concepts: Strengthening science and engineering learning. NSTA Press.

 

Wendell, K. (2018). Design, analysis, models, and systems as four core concepts for engineering infusion. In A. Eisenkraft & S-Y Chen Freake (Eds.) Beyond the egg drop: Infusing engineering into high school physics. NSTA Press.

 

Dalvi, T., & Wendell, K. B., (2016). Community-based engineering. In L. Froschauer (Ed.) Bringing STEM to the elementary classroom. NSTA Press. 


Milto, E., Wendell, K., Watkins, J., Hammer, D., Spencer, K., Portsmore, M. & Rogers, C. (2016). Elementary school engineering for fictional clients in children’s literature. In L. Annetta & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways. Springer.


Stone-MacDonald, A., Wendell, K., Douglass, A., & Love, M. L. (2015). Engaging young engineers: Teaching problem solving skills through STEM. Baltimore, MD: Brookes Publishing.

Wendell, K. B. (2013).  Children’s design constructions as representations of science ideas.  In B. Brizuela and B. Gravel (Eds.), “Show me what you know” Exploring representations across STEM disciplines. Teachers College Press.

Dissertation and Thesis Work


Kostolansky, E. (2023). Emotional Configurations in Undergraduate Engineering Education: The Intersection of Learning and Feeling.  Masters Thesis. Tufts University. 


Stuopis, I. (2023). Learning Assistants in Undergraduate Mechanical Engineering: Goals, Discourse, and Community Doctoral Dissertation. Tufts University. 


Batrouny, N. (2023). Complexity in Engineering Design Education: Decision-Making, Framing, and Collaboration. Doctoral Dissertation. Tufts University.


Bouchard, B. (2022). Design, Enactment, and Analysis of a Portfolio Development Experience in a Mechanical Engineering Undergraduate Program. Doctoral Dissertation. Tufts University.


Miel, K. (2021). Invitations to Design in Elementary Engineering Learning Teams. Doctoral Dissertation. Tufts University.


Rahman, F.  (2019). Supporting Student Agency to Redefine What Counts as Legitimate Ways of Knowing and Doing in a Community Connected Engineering Workshop. Masters Thesis. Tufts University.


Batrouny, N. (2019). Student strategies for collaborative disciplinary decision making in an elementary engineering teaching experiment. Masters Thesis. Tufts University.


Gallegos, H. (2020). Revealing Student Approaches Toward Engineering Problems in an LA-supported Fluid Mechanics Course. Masters Thesis. Tufts University.


Gallegos, H. (2019). Social Network Analysis of an Undergraduate Mechanical Engineering Learning Environment. Senior Honors Thesis. Tufts University.


Swenson, J. E. S. (2018). Developing knowledge in engineering science courses: Sense-making and epistemologies in undergraduate mechanical engineering homework sessions. Doctoral Dissertation. Tufts University.


Andrews, C. J. (2017). Elementary students' engagement in failure-prone engineering design tasks. Doctoral Dissertation. Tufts University.