Hi, I am Dr. Ayesha (Ayush Gupta).

I am an researcher, teacher, and designer of learning environments in science, technology, and engineering. I enjoy working creatively, gleefully transgressing disciplinary boundaries when possible. I like seeing what new hues of understandings emerge when some of the boundaries between science and social, science and art, cognition and emotion, objectivity and subjectivity, science and justice, and different methodological practices are allowed to do their mixing-magic, like watercolors.

On this site, you will be able to explore some of my past and current explorations in science, technology, and engineering education.

I am passionate about helping teams that are committed to queer/feminist and participatory methods to get better at applying these principles in action, through intentional design of research and learning.

Towards that goal, I will be offering online and in-person workshops and courses. Please check out current and future offerings at the Services page.

I am also available to hire as a consultant on research and instructional design, with a commitment to queer/feminist and participatory methods. If you are interested in an initial discussion to discuss this, I am happy to do a no-cost "Getting to know each other and the work" meeting, where we get to learn about each other a bit more and get a shared sense of the work. That will support us in our decision-making going forward. Please schedule an initial minute meeting with me through the button below.

Book a Call

Hi, I am Dr. Ayesha (formally, Ayush Gupta).

I am an education researcher and designer of learning environments for science, technology, and engineering. After almost two decades as faculty, first at University of Maryland, College Park, USA and then at Tata Institute of Fundamental Research, India, I am now working independently towards building capacity for community-based critical participatory research, globally.

I offer courses and workshops for building research capacity in social sciences and education. I enjoy helping folks develop exciting research designs, that enable the researchers and the research participants to explore and to exercise their voices. My latest projects are engaging grassroots folks as partners in technology education and research, opening new directions in making STEM education equitable.

Please use she/her/hers and they/them/theirs pronouns for me.

I have done some stuff I'd like to brag about! ...

My journey that has taken me through engineering, physics, STEM education, learning sciences, cognitive sciences, anthropology, and socio-linguistics.

My undergraduate and graduate work was in engineering and in physics. My Ph.D. was on how high intensity laser beams travel through gases. Using computational modelling, I explained some of the cool effects the laser-gas interactions produce. It was only after my Ph.D. that I started working on questions of STEM education, how do we improve the teaching and learning of science and engineering.

We often think that science is hard for students because of something that they lack, either skills or knowledge or practice/proficiency. My research challenged this idea. Instead, I championed the idea that learning (and teaching) are complex processes and it is important to allow learners to authentically grapple with making meaning of the ideas that they are encountering, even if it means that sometimes their answers don't match the answers in the textbook. Through rigorous empirical work, I made the case that learning is not just about "cognition" or "thinking," it also involves emotions. Learning shapes and is shaped by one's identity too. And learning is social. My research has made significant contributions to unpacking how emotions, identities, and social interactional dynamics interweave during learning events.

Over time, I started attending to the cultures within which we learn science and engineering. How should we teach students about the ethics of science and technology, especially in their broad impact on society? -- this became a question of interest. I explored this question in the context of technologies such as weaponized drones used in warfare, autonomous cars, waste management, big data analytics, and Artificial Intelligence or AI.

I have designed several research-based teaching and learning resources for STEM learning in formal and informal settings for a wide range of ages (from elementary school to graduate school). These are available at the Resources tab!

Highlights!

  • Managed over $4M USD in total funding from National Science Foundation, USA, as PI or Co-PI.
  • 70+ publications in journals and proceedings with 2600+ citations.
  • Editor, International Journal of Engineering, Social Justice, and Peace.
  • Co-founded the Engineering Education Research Group At University of Maryland, College Park, MD.
  • Invited Speaker at major international conferences in education research, on feminism, decolonization, and queering methodologies in praxis.
  • Taught 1000+ undergraduate students at Univ. of Maryland, College Park, USA and 100+ postgraduate studentsacross USA and India.
  • STEM Faculty Fellow, 2011-2013, College of Education and Center for Teaching Excellence, University of Maryland, College Park, MD.
  • Author of pioneering explorations in feminist participatory design and research in praxis: Reaching For Dreams in the Dark and Theatre Of The Transpeople
  • Committed Public Educator: Programming for People on YouTube.
  • Vice President, KhushDC, South Asian Queer and Trans Society, Washington, DC, 2004-2006.

I have collected some accolades along they way...

  • 2018 William Elgin Wickenden Award of the American Society for Engineering Education for the best paper in Journal of Engineering Education in 2018.
  • Best paper in the Liberal Education/Engineering and Society Division (LEES), at the American Association of Engineering Education Annual Meeting 2018.
  • “Best in-DEED” Paper (Category of Top-5 papers) in the Design in Engineering Education Division (DEED), at the American Association of Engineering Education Annual Meeting 2017.
  • Best Diversity Paper in the Education Research and Measurement Division (ERM) at American Association of Engineering Education Annual Meeting 2016.
  • Best Student Paper in the Special Interest Group – Learning Sciences, Annual Meeting of the American Education Research Association, 2016.

These are some of the degrees/training I have acquired...

  • Theatre of the Oppressed Facilitator, Center for Community Dialogue and Change, 2021.
  • Postdoctoral Scholar, Physics Education Research, University of Maryland, College Park, USA 2006-2010.
  • Ph. D. in Electrical Engineering, University of Maryland, College Park, USA 2006.
  • Bachelors of Technology (Honors), Indian Institute of Technology Kharagpur, India, 2000.

These are some of the places I have worked as an employee in the past...

  • Oct. 2020 – Jun. 2026: Associate Professor, Homi Bhabha Center for Science Education, TIFR, Mumbai, India.
  • Jul. 2018 – Sept. 2020: Associate Research Professor, Department of Physics, University of Maryland, College Park, USA.
  • Aug. 2011 – Jun. 2020: Keystone Instructor, A. J. Clark School of Engineering, University of Maryland, College Park, USA.
  • Nov. 2010 – Jun. 2018: Assistant Research Professor, Department of Physics, University of Maryland, College Park, USA.

© AyeshaTECH. All Rights Reserved.

Detail view

I am working on developing community-based participatory methods for inclusive educational design in STEM. How can education be a process by which people find their voices? - that is the central question animating my work.

Please reach out if you would like to learn more. I am doing most of this work in voluntary capacity and creating publicly available educational resources.

Date:2024 — Ongoing
Collaborators: Wree, Uddami India Foundation

We envision a world where grassroots folks have the knowledge and resources for designing technology that serves their purposes. Towards that goal, Programming for People is a project aimed at participatory design of environments for learning circuits, electronics, and programming, for those who have been systematically denied opportunities to learn these topics.

My collaborator, Wree, and I have designed a course on learning electronics and programming via Arduino micro-processor based projects. In Fall 2026, we taught the course to 12 learners. Uddami India Foundation has been our partner to manage the logistics of the course.

We have produced some Youtube videos, in Bangla language, on getting started with Arduino projects (Check out: Resources).

YouTube Channel
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Date:2023 — Ongoing

There was a time when I felt that it is very important that engineers and engineering students understand how technology impacts the society, the economy, and the environment, especially the impacts on those who are systematically oppressed. Now I feel that it is important not just for current and future engineers, but for all of us, all the people.

We need to understand not just what impacts might personally harm us, but also how the design, production, and use of technology impacts the people involved in the production and maintenance of technologies and the planet. And we need to understand how technologies are interwoven in surveillance, disciplining, and silencing. Technologies advertised as Artificial Intelligence, or AI, are certainly part of developing this critical technology literacy.

I have designed workshops on Critical AI Literacy and Critical Technology Literacy for middle school students, high school students, undergraduate and graduate engineering students, as well as workshops that were open to public.

Towards this goal, I am developing free and open-access instructional materials (Check out: Resources). I also offer workshops on this topic tailored to a variety of learners. To explore inviting me for a workshop, please check out the Services page to book a consultation.

Date:2021 — Ongoing

I am often approached with the question, I want to use gender as a dimension in my research, but how I do that properly?

While that question has many ways orient to, I want to support researchers in developing a sense for gender, not just as identity, but as a system of measurement. While we are at it, I want to help people develop a queer sensibility towards gender as a system of measurement. A queer lens destabilises taken for granted categories, and numbers no longer mean what they used to mean.

Most of the education on the science of sex and gender takes a binary lens. That is, it takes for granted that there are two well defined, mutually exclusive, and exhaustive categories, male/man and female/woman. This not only erases gender and sexual minorities but also suppresses the wide diversity present within the categories of male/man and female/woman.

I am developing free and open-access instructional materials where I am curating examples from across zoology, botany, marine biology, palaeontology, archeology, data sciences, learning sciences, education research, and psychology, that challenge the measurement of gender as binary.

Date:2021 — Ongoing
Collaborators: Sylvester Joseph

In collaboration with independent researcher, Sylvester Joseph, the focus of this ethnographic exploration is to understand the educational journeys of students from economically oppressed communities, the choices they have made towards education, and understand how these choices have influenced their educational and career trajectories.

I will be periodically offering a variety of talks, interactive workshops, and mini-courses on the themes of queer/feminist and community-based participatory approaches to research and educational design.

Please Subscribe if you would like to receive notice of latest offerings or release of free and open-access materials and resources that I have designed.

If you are interested in inviting me for a talk, or a workshop, or want to discuss a more tailored engagement, you can Book A Free Initial Consultation Meeting with me.

Book A Call

I love engaging small groups as well as large audiences in interactive talks. Please reach out to me for inviting me for a talk for a research symposium, departmental colloquium, or conference keynote talks. I am currently speaking on the following themes:

Queering Technology Education via Participatory Decision-making: A story about methods

Participatory methods and queer approaches are important for liberatory imaginations in STEM education research. Participatory approaches to research enable "research subjects" to play a role in shaping the goals, design, outcomes, and implementation plan of research. Queering refers to the inclusion of queer theories, queer people, their experiences, and their priorities in research. In this session, I present a methodological journey of adapting participatory and queer perspectives in the context of a project on engineering ethics education in India. To guide our work, we articulated "footholds" that blend aspects of participatory and queering approaches. We partnered with a non-profit organisation working with grassroots queer/transgender folks. I present a detailed account of how we implemented participatory decision-making in our program design, budgeting, and project outcomes. It is also a story of how participatory decision-making emerged as a learning goal for engineering education. I reflect on the challenges that emerged, and share some insights gained from the process, towards building researcher capacity for community-based participatory research.

Technology Education and Caste, or Why technology education globally needs to attend to caste as a dimension of analysis!

Drawing on experiences of teaching and research on critical AI literacy, I argue for participatory research towards incorporating casteism as a lens for critical technology design and literacy.

Learning from research on engineering ethics education to inform critical AI literacy

In this talk, I connect research on how engineering students reason about structural and cultural harms from technology or whether and how they entangle technology design with systems of oppression such as racism and sexism to the teaching and learning of AI from critical perspectives.

Book A Call

In this interactive session, participants will work collaboratively to understand fine-grained differences in how participation can be structured for meaningful power-sharing versus when the structures continue to privilege researchers' interests and approaches. We will discuss structures for decision-making at the start, during, and after the conclusion of a project. I will present some instances from my experience of how participatory research challenges us to re-think and re-organise logistical aspects of research from budget to timeline to design of research products. Participants will also engage with a case study on ethical dilemmas arising in the context of community-based research, towards refining their understanding of the researcher positionality, roles, and responsibility.

Book A Call
Collaborators: Christy Nag

In this workshop, Christy Nag and I engage participants in critical discussions to explore how to concretely interrogate casteism as an aspect of technology education. Participants will get a primer on caste that will build their intuitive and analytical capacity to design research and/or technology design from an anti-caste lens.

Book A Call

I am also available to hire as a consultant on research and instructional design, with a commitment to queer/feminist and participatory methods. If you are interested in an initial discussion to discuss this, I am happy to do a no-cost "Getting to know each other and the work" meeting, where we get to learn about each other a bit more and get a shared sense of the work. That will support us in our decision-making going forward.

Book A Call

Teaching is one of the reasons why I am drawn to the university in the first place! I love spending time with students, facilitating learning. I love thinking hard about how we can design the learning space for students to grapple meaningfully with ideas on their own terms. How we can make learning be a process by which people find their voices?

I have designed and taught courses in physics, engineering, and in STEM education aimed at a range of learners from elementary school kids to graduate students and teachers.

Please reach out to me if you want to check out the syllabus or the learning materials for any of the courses.

email: contact@ayeshatech.cc

Introduction to Engineering Design

From 2010-2019, I have taught the highly acclaimed first-year " Introduction to Engineering Design" course as Keystone Instructor in the Keystone Program of the A. J. Clark School of Engineering at the University of Maryland, College Park, USA. I co-designed the Over Sand Vehicle as a engineering design project that has formed the foundation of this course for about a decade now, and still continuing. I also co-designed the assessment structures for the course to emphasise sustainability, equitable teamwork, and design thinking.

Selected Topics in Teacher Education; Engineering Education: Theory and Practice for Learning Assistants

In Fall 2016, along with my collaborator, Chandra Turpen, I designed a program and a course for preparing peer educators in engineering education, in the Keystone Program of the A. J. Clark School of Engineering at the University of Maryland, College Park, USA. The course was modelled on the acclaimed Learning Assistants program.

Introduction to Engineering for Teachers

In Summer of 2014, as part of the STEM Faculty Fellows program, at the University of Maryland, College Park, USA, I designed and taught a course to elementary and middle school teachers.

Physics Courses

I have taught the following undergraduate Physics courses, in the Physics Department, University of Maryland, College Park:
  1. General Physics: Oscillations, Waves, Electrostatics, and Circuits (for Engineering majors)
  2. General Physics: Mechanics (for Engineering majors)
  3. Fundamentals of Physics: Laboratories (for Life Sciences majors)
  4. Seminar in Teaching College Physics (for Physics majors)
  5. Inquiry into Physics (for Elementary Education and Early Childhood Education majors)

Graduate Courses in STEM Education Research

I am passionate about helping budding researchers become reflective practitioners and field-engaged researchers. I have designed and taught several courses for Ph.D. students in STEM education research. I am happy to share the syllabus for any of the courses, if you write to me.

Here are some of the courses I have designed and taught:
  1. Conversation and Interaction Analysis in STEM Education
  2. Philosophy of Education
  3. Advanced Research Methods in Education Research
  4. Qualitative Research Methods in STEM Education
  5. STEM and Society: Historical and Current Perspectives of scientists, mathematicians, and engineers
  6. Gender in STEM Education Research
  7. Epistemic Cognition in STEM Education Research: Theories, Debates, and Methods

In this section, I am curating a set of events and media coverage that I have been part of.

Pick an item from the list on the left to see more details.

Coming Soon

Coming Sooon

Queering The Scientific Method

In this podcast, Bittu Rajaraman, Sayantan Datta, and I talk about what it might mean to queer the scientific method

Queering Technology Education

Keynote Talk, T4E Conference, 2025.

Decolonizing is not a Metaphor

Event hosted by the Diversity Training & Education team in the University of Maryland's Office of Diversity & Inclusion. Recorded on March 23, 2021.

Milind Soman Made Me Gay

Directed by: Harjant Gill, Frameline

In this section, I am curating a set of resources that I have designed

pick an item from the list on the left to see more details.

In this section, you can find a list of my publications, including books, zines, research papers, essays, articles, and newsletters.

Get in touch if you have any questions or would like to discuss any of these publications.

Bagui, S. & Gupta, A. (2025, December). Reaching for Dreams in the Dark.

Book Published by Daxayoni Prokashoni

Link:archive.org

Gupta, A. & Wree (2024, April). Theatre of the Trans people.

Comic Zine Published by Daxayoni Prokashoni

Link:archive.org

Gupta, A. (2017, June). A practitioner account of integrating macro-ethics discussion in an engineering design class.

Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27498

Link:peer.asee.org/27498

Lawson, W. G., Secules, S., Bhattacharyya, S., & Gupta, A. (2016, June). An Application-based Learning Approach to C Programming Concepts and Methods for Engineers.

Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26567.

Link:peer.asee.org/26567

Calabro, K., Gupta, A., & Roshwalb, J. R. L. (2015, June). A reflection on the process of selecting, developing, and launching a new design project in a large-scale introduction to engineering design course.

Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23436.

Link:peer.asee.org/23436

Bhattacharyya, S. S., Plishker, W., Gupta, A., & Shen, C. C. (2011, October). Teaching cross-platform design and testing methods for embedded systems using DICE.

In Proceedings of the 6th Workshop on Embedded Systems Education(pp. 38-45).

DOI:10.1145/2077370.2077376  | Talk Slides:pdfs.semanticscholar.org

Gupta, A. (2026). Just Artificial, Not Intelligent.

In The Physics Teacher, 64, pp 334-335.

DOI:10.1119/5.0330760

Sohr, E. R., Gupta, A., Elby, A., & Radoff, J. (2023). How a child entangles empathy and computational thinking in reasoning about fairness.

Early Childhood Research Quarterly, 65, 92-101.

DOI:10.1016/j.ecresq.2023.05.010

Gupta, A., Philip, T. M., Turpen, C., & Elby, A. (2022). Assumptions matter! epistemological, ideological, and axiological aspects of assumptions that undergird collective reasoning about science, technology, and society.

In The learning sciences in conversation (pp. 181-191). Routledge.

Link:taylorfrancis.com

Gupta, A., Turpen, C., Philip, T. M., & Elby, A. (2019). Narrative constructions of stances towards engineers’ work in the context of weaponized military drones.

Transdisciplinarity, Embodiment, and Critical Perspectives in STEM Education, (Editors: Pratim Sengupta, Marie-Claire Shanahan, and Beaumie Kim) (pp. 251-272). Springer.

Link:springer.com

Turpen, C., Radoff, J., Gupta, A., Sabo, H., & Elby, A. (2019, June). Examining How Engineering Educators Produce, Reproduce, or Challenge Meritocracy and Technocracy in Pedagogical Reasoning.

Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida.

Link:peer.asee.org

Turpen, C. A., & Gupta, A., & Radoff, J., & Elby, A., & Sabo, H., & Quan, G. M. (2018, June). Successes and Challenges in Supporting Undergraduate Peer Educators to Notice and Respond to Equity Considerations within Design Teams.

Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31028.

Link:peer.asee.org

Philip, T. M., Gupta, A., Elby, A., & Turpen, C. (2018). Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare.

Journal of the Learning Sciences, 27(2), 183–223.

DOI:10.1080/10508406.2017.1381964

Papak, A.^, & Gupta, A., & Turpen, C. A. (2018, June). Examining the Relationships Between How Students Construct Stakeholders and the Ways Students Conceptualize Harm from Engineering Design. [Best Paper Award in the Liberal Education/Engineering & Society (LEES) Division for 2018].

Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah.

Link:peer.asee.org

Gupta, A. (2017, June). A Practitioner Account of Integrating Macro-ethics Discussion in an Engineering Design Class.

Proceedings of the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio

Link:peer.asee.org

Gupta A., Elby, A., Phillip, T. M., Turpen, C. (2016). The dynamics of perspective-taking in discussions on socio-technical issues.

Proceedings of the ASEE Annual Conference 2016

Link:peer.asee.org

Gupta, A., Elby, A., & Phillip, T. M, (2015). How engineering students think about the roles and responsibilities of engineers with respect to broader social and global impact of engineering and technology.

Proceedings of the ASEE Annual Conference 2015

Link:peer.asee.org

Sohr, E. R., Gupta, A., Elby, A., & Radoff, J. (2023). How a child entangles empathy and computational thinking in reasoning about fairness.

Early Childhood Research Quarterly, 65, 92-101

DOI:10.1016/j.ecresq.2023.05.010

Shaikh, R. R., G. N., & Gupta, A. (2023). Investigating the role of shared screen in a computer-supported classroom in learning.

Education and Information Technologies, 28(8), 10507-10554.

DOI:10.1007/s10639-022-11567-7

Quan, G., Gupta, A., (2020). Tensions in the productivity of design task tinkering.

Journal of Engineering Education, 109(1), 88-106.

DOI:10.1002/jee.20303

Kuo, E., Hull, M., Elby, A., & Gupta, A. (2020). Assessing mathematical sensemaking in physics through calculation-concept crossover.

Physical Review Physics Education Research, 16(2), 020109.

DOI:10.1103/PhysRevPhysEducRes.16.020109

Dreyfus, B., Hoehn, J., Elby, A., Finkelstein, N., & Gupta, A. (2019). Splits in students’ beliefs about learning classical and quantum physics.

International Journal of STEM Education, 6(1), 1-16.

DOI:10.1186/s40594-019-0187-y

Johnson, B., Sohr, E., & Gupta, A. (2018, August 1-2). How social-media and web-accessible learning resources influence students’ experiences in a quantum physics course: A case study.

Paper presented at Physics Education Research Conference 2018, Washington, DC

DOI:10.1119/perc.2018.pr.Johnson

Sohr, E. R., Gupta, A., & Elby, A. (2018). Taking an escape hatch: Managing tension in group discourse.

Science Education, 102(5), 883-916.

DOI:10.1002/sce.21448

Philip, T. M., Gupta, A., Elby, A., & Turpen, C. (2018). Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare.

Journal of the Learning Sciences, 27(2), 183–223

DOI:10.1080/10508406.2017.1381964

Gupta, A., Elby, A., Danielak. (2018). Exploring the entanglement of personal epistemologies and emotions in students’ thinking.

Phys. Rev. Phys. Educ. Res. 14, 010129

DOI:10.1103/PhysRevPhysEducRes.14.010129

Gupta, A. (2017). The Role of Epistemology and Social and Material Organization in Conceptual Change.

Human Development, 60(1), 38-43

DOI:10.1159/000475797

Tanu, E. D., & Quan, G. M., & Gupta, A., & Turpen, C. A. (2017, June). The Role of Empathy in Supporting Teaching Moves of Engineering Design Peer Educators.

Proceedings of the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio

Link:peer.asee.org/29004

Dreyfus, B. W., Elby, A., Gupta, A., & Sohr, E. R. (2017). Mathematical sense-making in quantum mechanics: An initial peek.

Physical Review Physics Education Research, 13(2), 020141

DOI:10.1103/PhysRevPhysEducRes.13.020141

Sohr, E. R., Gupta, A., Elby, A., Dreyfus, B. W. (2016). Sense-making with Inscriptions in Quantum Mechanics.

2016 PERC Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler

DOI:10.1119/perc.2016.pr.076

Gupta, A., Elby, A., and Sawtelle, V, (2016). Bridging Knowledge Analysis and Interaction Analysis Through Understanding the Dynamics of Knowledge in Use.

In Knowledge and interaction: A synthetic agenda for the learning sciences, Editors: diSessa, A. A., Levin, M., and Brown, N. J. S, New York, NY: Routledge, 113899829X,

Link:taylorfrancis.com

Dreyfus, B. W., Gupta, A., & Redish, E. F. (2015). Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors.

International Journal of Science Education, 37(5-6), 812–838

DOI:10.1080/09500693.2015.1025306

Secules, S., Gupta, A., and Elby, A, (2015). Piecemeal Versus Integrated Design: Framing meets Design Thinking.

In Analyzing Design Review Conversations, Editors: R.S. Adams and J. Siddiqui, West Lafayette, Purdue University Press., 2015

Link:press.purdue.edu

Elby, A., & Kuo, E., & Gupta, A., & Hull, M. M. (2015, June). ensions and Trade- offs in Instructional Goals for Physics Courses Aimed at Engineers.

Proceedings of the 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24836

Link:peer.asee.org/24836

Gupta, A., Elby, A., & Conlin, L. D. (2014). How substance-based ontologies of gravity can be productive: A case study. Physical Review Special Topics.

Physical Review Special Topics - Physics Education Research, 10(1), 010113

DOI:10.1103/PhysRevSTPER.10.010113(Selected for the Editor's Highlights)

Danielak, B. A., Gupta, A., & Elby, A. (2014). The Marginalized Identities of Sense- makers: Reframing Engineering Student Retention.

Journal of Engineering Education, 103(1) pp. 8-44. (Selected for JEE Selects feature of the PRISM magazine)

DOI:10.1002/jee.20035

Richards, J., Elby, A., Gupta, A. (2014). Characterizing a New Dimension of Change in Attending and Responding to the Substance of Student Thinking.

In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.). (2014). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1 (pp. 286293). Boulder, CO: International Society of the Learning Sciences

PDF:repository.isls.org

Mathis, L., & Gupta, A. (2014). Modeling the dynamics of ontological reasoning in physics.

In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.). (2014). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 16051606). Boulder, CO: International Society of the Learning Sciences

PDF:repository.isls.org

A. Gupta, (2013). Integrating emotions into fine-grained accounts of students' reasoning.

2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones

DOI:10.1119/perc.2013.inv.004

Kuo, E., Hull, M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems.

Science Education, 97: 32–57

DOI:10.1002/sce.21043

Hull, M., Kuo, E., Gupta, A., & Elby, A. (2013). Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning. Physical Review Special Topics.

Physics Education Research 9, 010105

DOI:10.1103/PhysRevSTPER.9.010105

Richards, J., Conlin, L., Gupta, A., and Elby, A. (2012). Coupling epistemology and identity in explaining student interest in science.

2012 Physics Education Research Conference Proceedings [Philadelphia, PA, August 1-2, 2012], edited by P. V. Engelhardt, A. D. Churukian, and N. S. Rebello [AIP Conf. Proc. 1513, 334-337 (2013)]

DOI:10.1063/1.4789720

Gupta, A. & Elby, A. (2011). Beyond Epistemological Deficits: Dynamic Explanations of Engineering Students' Difficulties with Mathematical Sense-making.

International Journal of Science Education, 33(18), pp. 2463-2488

DOI:10.1080/09500693.2010.551551

Hammer, D., Gupta, A., & Redish, E. F. (2011). On Static and Dynamics Ontologies.

The Journal of the Learning Sciences, 20 (1), 163-168

DOI:10.1080/10508406.2011.537977

Conlin, L., Gupta, A., & Hammer, D. (2010). Framing and Resource Activation: Bridging the Cognitive-Situative Divide using a Dynamic Unit of Cognitive Analysis.

In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 19-24). Austin, TX: Cognitive Science Society

Link:hdl.handle.net

Conlin, L. D., Gupta, A., & Hammer, D. (2010). Where to find the mind: Identifying the Scale of Cognitive Dynamics.

In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers, (pp. 277-284). International Society of the Learning Sciences: Chicago IL

Link:repository.isls.org

Redish, E. F., & Gupta, A. (2010). Making Meaning with Math in Physics: A Semantic Analysis.

In Raine, D., Hurkett, C., & Rogers, L., (Eds.), Physics Community and Cooperation: Selected Contributions from GIREP EPEC & PHEC 2009 International Conference (pp. 244-260). Lulu / The Centre for Interdisciplinary Science, University of Leicester, UK

Link:arxiv.org

Gupta, A., Hammer, D., & Redish, E. F., (2010). The Case for Dynamic Models of Learners’ Ontologies in Physics.

The Journal of the Learning Science, 19, 281-321

DOI:10.1080/10508406.2010.491751

Conlin, L., Gupta, A., Scherr, R., & Hammer, D. (2007). The Dynamics of Students’ Behaviors and Reasoning during Collaborative Physics Tutorial Sessions.

In Hsu, L., Henderson, C., & McCullogh, L., (Eds.), 2007 Physics Education Research Conference, AIP Conf. Proc. 951, 69-72

DOI:10.1063/1.2820949

Gupta, A. (2026). Moving Beyond Research to Abolish and Replace Harmful Systems: A Response to Zhang and Kuo.

Science Education, _110_(1), 242-246.

DOI:10.1002/sce.70022

Philip, T. M., & Gupta, A. (2020). Emerging perspectives on the co-construction of power and learning in the learning sciences, mathematics education, and science education.

Review of Research in Education, 44(1), 195-217.

DOI:10.3102/0091732X20903309

Quan, G., and Gupta, A., (2020). Tensions in the productivity of design task tinkering.

Journal of Engineering Education, 109(1), 88-106.

DOI:10.1002/jee.20303

Cochran, G. L., Gupta, A., Hyater-Adams, S., Knaub, A. V., and Roman, B. Z. (2019). Emerging Reflections from the People of Color (POC) at PERC Discussion Space.

White paper hosted on arxiv.org.

White Paper:arxiv.org

Secules S., Gupta A., Elby A., & Turpen, C. (2018). Supporting the narrative agency of a marginalized engineering student.

Journal of Engineering Education,107(2), 186-218

DOI:10.1002/jee.20201

Secules S., Gupta A., Elby A., & Turpen, C. (2018). Zooming Out from the Struggling Individual Student: An Account of the Cultural Construction of Engineering Ability in an Undergraduate Programming Class.

Journal of Engineering Education, 107(1), 56–86.

DOI:10.1002/jee.20191[2018 William Elgin Wickenden Award of the American Society for Engineering Education]

Sabo, H., Radoff, J., Elby, A., Gupta, A., and Turpen C. (2018). Role-playing as pedagogical tool for helping LAs sense-make about inequitable team dynamics.

2018 Physics Education Research Conference Proceedings. Washington, DC. August 1-2, 2018

DOI:10.1080/10508406.2017.1381964

Turpen, C., Gupta, A., Radoff, J., Elby, A., Sabo, H., and Quan, G. (2018, June). Successes and Challenges in Supporting Undergraduate Peer Educators Notice and Respond to Equity Considerations within Design Teams.

American Society for Engineering Education Annual Conference & Exposition. Salt Lake City, UT. June 23-28, 2018. [Best Paper Award in the Liberal Education/Engineering & Society (LEES) Division for 2018]

Link:peer.asee.org/31028

Quan, G. & Gupta, A. (2015). Problematizing Best Practices for Pairing in K-12 Student Design Teams.

122th ASEE Annual Conference and Exposition, 2015

Link:peer.asee.org/27498

Danielak, B. A., Gupta, A., & Elby, A. (2014). The Marginalized Identities of Sense-makers: Reframing Engineering Student Retention.

Journal of Engineering Education, 103(1) pp. 8-44. (Selected for JEE Selects feature of the PRISM magazine)

Link:10.1002/jee.20035

Elby, A., and Gupta, A., (March, 2020). How can I maintain sensemaking when moving my class from in-person to online?.

Essay published on Physport

Link:Click Here to Read

Cochran, G. L., Gupta, A., Hyater-Adams, S., Knaub, A. V., and Roman, B. Z. (2019). Emerging Reflections from the People of Color (POC) at PERC Discussion Space.

White paper hosted on arxiv.org

Link:Read Full Text Here

Elby, A. & Gupta, A. (2015). Don’t Masculinize the Letter of Recommendation: Towards a Truly Gender-Brave Science Community.

Guest post in the Women in Astronomy blog, October 21, 2015.

Link:Click Here to Read

Elby, A., Gupta, A., Conlin, L. D., Richards, J., (2013). Inquiry Based Professional - Development for a Diverse Population.

APS Forum on Education Newsletter (Ed: Beth Lindsey), Summer 2013 Issue (Teacher Preparation Section).

Link:Not Available

Cid, X., Samuels, N., Hinko, K, Lunk, B., Gupta, A. (2013). FFPER 2013 Working Group Report: Diversity Concerns in Physics.

APS Forum on Education Newsletter (Ed: Beth Lindsey), Fall 2013 Issue

PDF:Click Here to Read

Gupta, A. (Accepted). Queering Engineering Education via Participatory Decision-making: A Methodology Reflection.

To appear in the International Handbook of Engineering Education Research Methods

Link:Will be available soon

Sohr, E. R., Gupta, A., Johnson, B. J., & Quan, G. M. (2020). Examining the dynamics of decision making when designing curriculum in partnership with students: How should we proceed?.

Physical Review Physics Education Research, 16(2), 020157

Link:journals.aps.org

Palastro, J. P., Antonsen, T. M., & Gupta, A. (2007). Dielectric Properties of Laser Exploded Clusters.

Physics of Plasmas, 14, 033105.

DOI:10.1063/1.2712814

Gupta, A., Antonsen, T. M., Palastro, J., Taguchi, T., & Milchberg, H. M. (2006). Effect of Pulse Width on Resonant Heating of Laser-Irradiated Argon and Deuterium Cluster.

Physical Review E, 74, 046408

DOI:10.1103/PhysRevE.74.046408

Antonsen, T. M., Gupta, A., Palastro, J. P., Milchberg, H. M., & Taguchi, T. (2005). Resonant Heating of a Cluster Plasma by Intense Laser Light.

Physics of Plasmas, 12, 56704.

DOI:10.1063/1.1869500

Kim, K. Y., Alexeev, I., Antonsen, T. M., Gupta, A., Kumarappan, V., & Milchberg, H. M. (2005). Spectral Redshifts in Intense Laser-Cluster Interaction.

Physical Review A, 71, 011201(R)

DOI:10.1103/PhysRevA.71.011201

Gupta, A., Antonsen, T. M., & Milchberg, H. M. (2004). Propagation of Intense Short Laser Pulses in a Gas of Atomic Clusters.

Physical Review E, 70, 046410

DOI:10.1103/PhysRevE.70.046410

Kim, K. Y., Alexeev, I., Kumarappan, V., Parra, E., Antonsen, T., Taguchi, T., Gupta, A., and Milchberg. H. M. (2004). Gases of Exploding Laser-heated Cluster Nanoplasmas as a Nonlinear Optical Medium.

Physics of Plasmas, 11, 2882

DOI:10.1063/1.1651103

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