Mamta Shah, PhD, is a third-year postdoctoral scholar in the Games and Learning in Interactive Digital Learning Environments (GLIDE) Lab at Drexel University. She earned her PhD in educational leadership and learning technologies from Drexel University. She trained with faculty from a variety of disciplines including educational psychology, educational technology, and learning sciences. She earned both her master’s and bachelor’s degrees in human development from University of Mumbai, India.
General interests: Dr. Shah is passionate about examining learning with new media and investigating the design and implementation of professional development opportunities for teachers (a) to understand the dynamic nature of teaching and learning with technology, and by extension unearthing teachers’ roles and presence in digitally evolving classrooms, (b) to acquire the analytical and pedagogical knowledge and skills to incorporate technology in creative ways in their practice, and (c) to explore, reflect on and reframe their professional identities as teachers who are motivated to teach with complex environments for learning such as digital games.
Selected current projects: In her current appointment as a postdoctoral scholar in the NSF CAREER grant awarded to her supervisor, Dr. Aroutis Foster (DRL#1350707), Dr. Shah designed and implemented a year-long professional development for preservice science teachers focusing on the development of and change in teacher learning and identity for game-based learning (Foster & Shah, 2017; Shah & Foster, 2018). She is also currently spearheading a project (funded by the School of Education) called "Facilitating 21st Century Knowledge and Skills and Motivation to Learn Through STEAMulating Play-based Experiences in Informal Settings." One of the key goals of this design-based research project includes working with environmental educators in Philadelphia to create and implement a maker-course to bridge high school students’ experiences with Little Bits and Makey Makey to disciplinary knowledge, transdisciplinary skills, and their interest in STEAM through the use of the Play Curricular activity Reflection Discussion (PCaRD) play-based pedagogical model (Foster & Shah, 2015).
Mentoring: Dr. Shah's motivation to be part of the founding members of the Drexel Postdoctoral Association is to be able to serve as a mentor to doctoral students aspiring a postdoc experience and to postdoc scholars who are just beginning their journey. She is excited to be able to guide them toward seeking professional development opportunities both within Drexel and beyond that can contribute to their growth as promising academics. She is also an academic mama and is happy to provide a space for academics seeking guidance on work-life balance.