Danielle Boulden is a Research Scientist in the Center for Educational Informatics. Her work focuses on the application of design-based research strategies to develop innovative learning technologies that deepen student learning and interests in STEM fields. Her research is undergirded by a commitment to providing equitable access to computing and technology for all students, in particular those historically underrepresented in STEM and computing fields. Likewise, Dr. Boulden is firmly committed to engaged scholarship that will benefit local schools and communities.
Prior to her doctoral studies, Dr. Boulden worked for fourteen years in public schools in North Carolina as a classroom teacher, media specialist, and technology facilitator. During her doctoral studies she worked as a full-time researcher at the William & Ida Friday Institute for Educational Innovation at North Carolina State University on multiple projects supported by the National Science Foundation, such as a game-based learning environment for middle grade computer science education and computational thinking and a research-practice partnership for building a school-wide computationally-focused STEM ecosystem.
Dr. Boulden has a B.S. in Social Science Education, a Master of Arts in Education, and earned her Ph.D. from North Carolina State University in Curriculum and Instruction with a concentration in Instructional Technology. Her dissertation research focused on building the capacity of in-service teachers to integrate computational thinking.
Ph.D., Curriculum and Instruction (2020)
North Carolina State University
MA.Ed., Instructional Technology (2005)
East Carolina University
B.S., Social Science Education (2000)
Plymouth State University
Vandenberg, J., Tsan, J., Boulden, D. C., Zakaria, Z., Lynch, C., Boyer, K. E., & Wiebe, E. N. (2020). Elementary students’ understanding of CS terms. ACM Transactions on Computing Education (TOCE), 20(3). https://doi-org.prox.lib.ncsu.edu/10.1145/3386364
Rachmatullah, A., Wiebe, E., Boulden, D. C., Mott, B., Boyer, K., & Lester, J. (2020). Development and validation of the computer science attitudes scale for middle school students (MG-CS Attitudes). Computers in Human Behavior Reports, 2. https://doi.org/10.1016/j.chbr.2020.100018
Rachmatullah, A., Akram, B., Boulden, D., Mott, B., Boyer, K., Lester, J., & Wiebe, E. (2020). Development and validation of the middle grades computer science concept inventory (MG-CSCI) assessment. EURASIA Journal of Mathematics, Science and Technology Education, 16(5). https://doi.org/10.29333/ejmste/116600
Henderson, N., Kumaran, V., Min, W., Mott, B., Wu, Z., Boulden, D., Lord, T., Reichsman, F., Dorsey, C., Wiebe, E., Lester, J. (2020, July). Enhancing Student Competency Models for Game-Based Learning with a Hybrid Stealth Assessment Framework. In Proceedings of the 13th International Conference on Educational Data Mining (EDM) (pp. 92-103). EDM Society.
Boulden, D. C., Pellegrino, L., & Gerakios, J. (2019). Career growth through action research: Outcomes from a structured professional development approach for in-service school librarians. School Library Research, 22. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol22/SLR_CareerGrowth_V22.pdf
Lytle, N., Cateté, V., Isvik, A., Boulden, D., Dong, Y., Wiebe, E., & Barnes, T. (2019). From ‘use’ to ‘choose’: Scaffolding computational thinking curricula and exploring student choices while programming. In Proceedings of the 14th Workshop in Primary and Secondary Computing Education (pp. 1-6). ACM.
Lytle, N., Cateté, V., Boulden, D. C., Dong, Y., Houchins, J., Milliken, A., Isvik, A., Bounajim, D., Wiebe, E., Barnes, T. (2019). Use, modify, create: Comparing computational thinking lesson progressions for STEM classes. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 395-401). ACM.
Zakaria, Z., Boulden, D. C., Vandenberg, J., Tsan, J., Lynch, C. E., Wiebe, E. N., & Boyer, K. E. (2019). Collaborative talk across two pair programming configurations. Proceedings of the International Conference on Computer-Supported Collaborative Learning (CSCL) (pp. 224-231). ACM.
Lytle N., Cateté V., Dong Y., Boulden, D., Akram B., Houchins J., Barnes, T., & Wiebe E. (2019). CEO: A triangulated evaluation of a modeling-based CT-infused activity for non-cs middle grade students. Proceedings of the 1st ACM Global Computing Education Conference (pp. 58-64). ACM.
Boulden, D. C., Wiebe, E., Akram, B., Buffum, P. S., Askit, O., Mott, B., Boyer, K. E., & Lester, J. (2018). Computational thinking integration into middle school science classrooms: Strategies for meeting the challenges. Middle Grades Review, 4(3). https://scholarworks.uvm.edu/mgreview/vol4/iss3/5/
Cateté, V., Lytle, N., Dong, Y., Boulden, D., Akram, B., Houchins, J., Barnes, T., Wiebe, E., Lester, J., Mott, B., & Boyer, K. (2018). Infusing computational thinking into middle grades science classrooms: Lessons learned. Proceedings of the 13th Workshop in Primary and Secondary Computing Education (pp. 1-6). ACM.
Boulden, D. C. (2017). Analyzing and evaluating the 1:1 learning model: What would Dewey do? Journal of Interactive Learning Research, 28(3), 205-219.