Co-Program Director, STEM Education; Associate Professor, Education
My research focuses on making science accessible to all students. In support of this goal, my participatory action research focus is at the intersection of the scholarship of teaching and engagement.
O’Brien, L.M., Ford-Connors, E., Gatling, A., Boyle, E., Copelas, K. and Langenfeld, M. (2023), Who Is Doing Science? Using Science Texts to Open Spaces that Expand the Voices and Perspectives in Elementary Classrooms. Read Teach. https://doi.org/10.1002/trtr.2245
Gatling, A. (2021) Wisdom Gained from a Tree Assignment, Post #4 Integrating Metacognition into Practice Across Campus, Guest Editor Series Edited by Dr. Sarah Benes. Improve with Metacognition. https://www.improvewithmetacognition.com/tree-reflection-assignment/
Carlson, C. H., Gatling, A. P., & Donell, K. M. (2019, June). Board 20: Engagement in Practice: First-year Students as“Engineer for a Day” for Middle School Students. In 2019 ASEE Annual Conference & Exposition.
Carlson, C. H., Gatling, A. P., Adams, J. G., & Muller, J. F. (2017, June). ” Hiring Other Classes”: Working across Departmental Boundaries in Interdisciplinary Projects for Senior Engineers. In 2017 ASEE Annual Conference & Exposition.
Gatling, A. (2016). Engineering encounters: Engineering adaptations. In Froschauer, L. (Ed.), Bringing STEM to the Elementary Classroom. NSTA Press.
Gatling, A. (2016). Technology’s role in supporting elementary preservice teachers as they prepare and teach elementary students in an urban STEM afterschool club. In Urban, M. & Falvo, D. (Ed.), Improving K-12 STEM education outcomes through technological integration. IGI Global.
Elsie Bennett ’26, a graphic design major, serves as vice president of the Active Minds student group, an Office of Student Involvement student leader and resident advisor.
