Articles 

Hennessy Elliott, C., Alcantara*, K., Brito*, Y., Dua*, P., (accepted). Sociopolitical solidarity in STEM education: Youth-centered relationships that resist learning as just achievement data. Cultural Studies of Science Education Special Issue Reflecting on Freire: a praxis of radical love and critical hope for science education.

Hennessy Elliott, C. (2020). “Run it through me:” Power, positioning, & learning on a high school robotics team. Journal of the Learning Sciences, 49 (4-5), 598-641.

Spruill, N., Hennessy Elliott, C.1, Della Volpe,1 D., Alcantara, K.,* (2021). Engineering Care: How two young women of color establish positional identities in a robotics space. Journal of Pre-College Engineering Education Research (J-PEER), 11(1), Article 14

Gendreau Chakarov, A., Biddy, Q., Hennessy Elliott, C., Recker, M. (2021). The Data Sensor Hub (DaSH): A Physical Computing System to Support Middle School Inquiry Science Instruction. Sensors.

Refereed Conference Papers

Hennessy Elliott, C., Gendreau Chakarov, A., Bush, J. B., Nixon, J., Recker, M. (2022). “Do I need to know what I am doing if I am the teacher?:” Developing teachers’ debugging pedagogies with physical computing. In Oshima, J., Mochizuki, T., Hayashi, Y. (Eds) The 16th International Conference of the Learning Sciences (ICLS), 2022. Hiroshima, JPN: International Society of the Learning Sciences.

Krishnamoorthy, R., Hennessy Elliott, C., Ma, J., Marin, A. (discussant), Bang, M. (discussant), (2021). Learning to Center Relational Ontologies: Desettling Interaction Analysis Methods. Symposium in E. de Vries, Y. Hod, & Ahn, J. (Eds) The 15th International Conference of the Learning Sciences (ICLS), 2021 (p. 851-858). Bochum, GER: International Society of the Learning Sciences.

Silvis, D., Hennessy Elliott, C. (2021) Why Robots?: Historicizing engineered imaginaries and coded visions of learning. In E. de Vries, Y. Hod, & Ahn, J. (Eds) The 15th International Conference of the Learning Sciences (ICLS), 2021 (p. 1035-1036). Bochum, GER: International Society of the Learning Sciences.

1Authors contributed equally to this publication. 
*Youth authors

• Learning Sciences
• Justice-oriented STEM Teacher Education
• Informal STEM learning
• Power, agency, solidarity, & identity development
• Community-based STEM learning

• Affiliate Researcher, University of Colorado, Boulder, SchoolWide Labs at the Institute of Cognitive Science (2022 – present)
• Research Associate, University of Colorado, Boulder, SchoolWide Labs at the Institute of Cognitive Science (2021-2022)
• Researcher II, Utah State University, Department of Instructional Technology and Learning Sciences (2020-2022)
• Adjunct Instructor, New York University, Department of Teaching & Learning, New York, NY (2018-2021)
• Adjunct Instructor, New Jersey Institute of Technology, Department of Humanities & Social Sciences, Newark, NJ (2019)
• Science Teacher, Technology High School, Newark Public Schools, Newark, NJ (2011-2014, 2016-2017)

Colin Hennessy Elliott is an Assistant Clinical Professor of STEM Education in the Department of Teaching, Learning, & Curriculum (TLC) at Drexel University. Before pursuing a PhD, he taught high school physics in Newark, NJ, and continues to do volunteer work supporting youth in his community. He has expertise in critical video-based ethnographic methods, particularly Interaction Analysis and ethnomethodology, and participatory research methods. His teaching and research interests focus on working in solidarity with youth, families, teachers, and communities to support and develop justice-oriented STEM learning spaces that value youths’ ingenuity. Working in collaboration, he uses critical and sociopolitical perspectives to support remaking powered relations in and beyond classrooms. This includes considering disciplinary practices and challenging oppressive structures imbued in social practices of science, engineering, and schooling.