Teachers' attention to student thinking during the engineering design process: A case study of three elementary classrooms

Amber Kendall is a doctoral student in Science Education and a graduate research assistant with the Center for Engineering Education and Outreach. She graduated from North Carolina State University as a Park Scholar with a B.A. in Physics. Her passion for STEM education is long-standing, but she was inspired to pursue her graduate degree after three years teaching physics to high-school freshman. Beside engineering-design-based curricula, her interests include scientific representations and modeling, and women in science and engineering.