The IDEA (Inclusive Digital Education and Analytics) Lab is located at Clemson University in the College of Education. Our research is focused on designing inclusive digital learning environments in engineering, computer science, and computational statistics. We also develop and implement innovative and inclusive analytics approaches to make sense of student learning.
Dr. Arastoopour Irgens is Assistant Professor of Learning Sciences, Director of the IDEA Lab, and Co-Director of the Digital Media and Learning (DML) Lab at Clemson University. She is a former middle school computer science and high school mathematics teacher. In her design-based research, she engages in participatory methods that actively involve teachers, students, and community partners working together to co-design digital learning environments that serve their communities. In her learning analytics work, she uses quantitative ethnography, computational linguistics, and discourse networks to make sense of how learners engage with digital technologies. She earned her Ph.D. and M.S. in Learning Sciences from the University of Wisconsin-Madison, M.A. in Mathematics Education from Columbia University, and B.S. in Mechanical Engineering from the University of Illinois at Urbana-Champaign. Data science is her hobby.
Graduate Student Researcher
'Joba is a doctoral student in the Learning Sciences program with a focus on digital learning environment design. He has a background in instructional and learning experience design and earned his M.Ed. in Educational Technology from the University of Ibadan, Nigeria and B.Tech. in Physics Education from Federal University of Technology Minna, NG. Prior to graduate school, 'Joba worked as a digital learning specialist at Tek-Experts and taught both graduate and undergraduate students for 2 years at the University of Ibadan, Nigeria. His research interest include fostering socio-emotional connections, engagement, participation, and immersion in digital learning environments. He enjoys developing interactive courses and programming with Python.
Graduate Student Researcher
Cinamon is a doctoral student in the Learning Sciences' program with an emphasis on andragogical learning, specifically adult language learning. Her interests and research goals center on how digital technologies/digital learning can contribute to adult English Language Learning (ELL). Prior to starting her doctoral studies, Cinamon received a B.S in Psychology at the College of Charleston (1997), a Masters in Social Work at the University of SC (1999), and a Masters in Education in Language at the College of Charleston (2019). Her career has involved social work and executive management in the healthcare setting as well as research in the areas of adaptive expertise and computational thinking in educational settings.
Graduate Student Researcher
Hazel is a doctoral student in the learning sciences program with an emphasis on critical pedagogy and digital technologies in teacher learning. Her research is situated in the context of teacher education programs in second or foreign language teaching. She is particularly interested in pre-service teachers’ situated identities and language learning histories. Prior to starting her doctoral studies, Hazel worked with in-service and pre-service teachers and taught English as a foreign language for over 15 years in Costa Rica.
Vega, H., Bailey C., & Arastoopour Irgens G. (2021). "Negotiating Tensions: A Study of Pre-Service English as Foreign Language Teachers’ Sense of Identity within their Community of Practice." In A.R. Ruis and S.B. Lee (Eds.), Second International Conference, ICQE 2020, (pp. 277 - 291). Malibu, CA, USA, February 1-3, 2021.
Kaliisa, R., Misiejuk, K., Arastoopour Irgens, G., & Misfeldt M. (2021). "Scoping the Emerging Field of Quantitative Ethnography: Opportunities, Challenges and Future Directions." In A.R. Ruis and S.B. Lee (Eds.), Second International Conference, ICQE 2020, (pp. 3 - 17). Malibu, CA, USA, February 1-3, 2021.
Arastoopour Irgens, G., Knight, S., & Wise, A. (2020). Data Literacies and Social Justice: Exploring Critical Data Literacies through Sociocultural Perspectives. In M. Gresalfi and I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. (pp. 406 - 413). Nashville, Tennessee: International Society of the Learning Sciences.
Arastoopour Irgens G. & Thompson, J. (2020). “Would You Rather Have it be Accurate or Diverse?” How Male Middle-School Students Make Sense of Algorithm Bias and Racial/Gender Discrimination. In M. Gresalfi and I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. (pp. 751 - 752). Nashville, Tennessee: International Society of the Learning Sciences.
Vega, H. & Arastoopour Irgens, G. (2020). Identity Negotiation of Pre-service Teachers of English as a Foreign Language. In M. Gresalfi and I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4. (pp. 1990 - 1997). Nashville, Tennessee: International Society of the Learning Sciences.
Arastoopour Irgens, G. (2019). Facilitating a Sense of Belonging for Women of Color in Engineering: The Case for Virtual Internships. In Roscoe, R.D., Chiou, E.K., & Wooldridge, A.R. (Eds.), Advancing Diversity, Inclusion, and Social Justice through Human Systems Engineering. Boca Raton, FL: CRC Press.
Golnaz Arastoopour Irgens, Keynote Speaker at ICQE 2019
Golnaz Arastoopour Irgens, ISQE Webinar Series 2020