Our Fellows

I am an Assistant Professor of Computer Science at Cal Poly Pomona. My research explores the intersection of human-computer interaction, computing education, and data science, with a focus on how technology can support learning, collaboration, and meaningful work. My CEMaST project addresses a key challenge for STEM classrooms: although collaborative learning has clear pedagogical benefits, student teams often struggle with issues such as unbalanced participation or free-riding. Meanwhile, instructors lack effective tools to identify these issues and assess the quality and equity of teamwork. To address this, I developed RIPEL (Reflection Interface for Peer Evaluation and Learning) — a data-augmented peer evaluation system that collects and visualizes collaboration log data to support student reflection and provide instructors with actionable insights into team dynamics. I am collaborating with Dr. Sury Jha (Biological Sciences) to integrate RIPEL into her upper-division Plant Physiology course in Spring 2026, where students work on collaborative inquiry-based challenge sets and a capstone peer-review project. We will analyze students’ collaboration processes and examine how students reflect on their teamwork using RIPEL. Through this work, we aim to advance discipline-based educational research and contribute to a broader community of practice for evidence-based teaching and learning at Cal Poly Pomona.

I’m an engineer and STEM educator in the Electromechanical Systems Engineering Department at Cal Poly Pomona, with a mission to turn engineering from something tedious into something engaging and endearing. As a 2025–26 CEMaST Faculty Fellow, I’m putting that philosophy into practice by melding engineering and gaming—building a system that mimics a gaming rig and exploring design choices that improve performance and the overall gaming experience. Students learn the technical side of a hobby they already love and, ideally, see themselves in a future STEM pathway. To keep the work accessible, I’m developing classroom modules that are easy to implement, rely on surplus and off-the-shelf parts, and connect directly to youth interests—so curiosity can grow into persistence. I’m also eager to collaborate with high-school faculty, aligning activities with career exploration and K–12 needs. Beyond this project, my interests include materials and semiconductor engineering, with a focus on plasma engineering. I’m excited to work with CEMaST and regional teachers to make rigorous engineering ideas feel welcoming, tangible, and fun.

Dr. Daisy Tang is a Professor of Computer Science at Cal Poly Pomona and the founder of the Intelligent Robotics Lab (IRLab). Her research spans multi-robot systems, human-robot interaction, and machine learning. She is also deeply committed to computer science education. Supported by the National Science Foundation, her recent work focuses on developing socially responsible, community-engaged computing projects that strengthen students’ sense of belonging in computer science. In collaboration with CEMaST, Dr. Tang led the successful launch of two programs that prepare K–12 teachers to earn their Supplementary Authorizations in Computer Science. As a CEMaST Faculty Fellow, she aims to build stronger connections with the K–12 community, support in-service teachers in teaching AP Computer Science Principles, and pursue additional funding to expand teacher training opportunities in computer science.

I am an Assistant Professor in the Department of Computer Science at Cal Poly Pomona, and my work focuses on creating technologies that support the people and communities who use them. My interest in accessibility and human-centered design began while working with the AgrAbility program in Virginia, where I saw how farmers adapt tools and practices to continue their work while managing disabilities or injuries. I also advised students in the Data Science for the Public Good program, where teams used data-driven tools to help local communities solve practical challenges. These experiences shaped my commitment to technology that is usable, inclusive, and grounded in real needs. My current research builds on this foundation through projects in agricultural technology, usability, and socially responsible computing. As a Teach Access Faculty Fellow, I create materials that teach inclusive and accessible technology use. My CEMaST work brings these threads together in STEM learning environments. Through K–12 activities that introduce students to accessible making tools, including 3D-printing, I explore how creative, tactile technologies can spark curiosity and confidence for diverse learners. This work strengthens my teaching and supports my broader goal of designing technologies and learning experiences that welcome everyone.

As an Assistant Professor of Biological Sciences at Cal Poly Pomona, my academic career is grounded in a purpose I find deeply rewarding – mentoring students in research and classroom, and designing curricula that emphasize creative inquiry, communication, and collaborative problem-solving. My CEMaST-related project builds directly on this commitment to inclusive and evidence-based pedagogy. Collaborative learning is central to cultivating scientific thinking, communication, and problem-solving skills. To address students’ concerns about unequal participation and imbalanced workload distribution, and the consequent hesitation towards group work, I am working with Dr. Wendy Shi (Assistant Professor, Computer Science) to integrate RIPEL, a data-augmented peer-evaluation and learning system, in my upper-division Plant Physiology course in Spring 2026. In this project, students will be placed into small groups for four inquiry-based challenge sets and a capstone preprint peer-review assignment, throughout the semester, the success in both of which will require meaningful small-group work outside of the classroom. By pairing these assignments with RIPEL’s behavioral analytics, we will examine how students negotiate roles, share knowledge, and sustain equitable participation. Through this work, we endeavor to promote inclusive team-based learning and use research insights to continually refine and elevate undergraduate STEM education.