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About

Lauren Scollins is a leading researcher in STEM education, whose work centers on integrating robotics and collaborative learning to transform middle school classrooms. Her major contributions explore how hands-on robotics programs can bridge gender gaps and foster critical thinking, problem-solving, and mathematics skills. In her most cited work, "Learning Computational Thinking Together" (2020, 78 citations), Scollins demonstrated that collaborative robotics activities significantly affect gender differences in computational thinking, offering actionable insights for inclusive curriculum design. Her earlier foundational study, "Robotic Cooperative Learning Promotes Student STEM Interest" (2016, 46 citations), established a direct link between cooperative robotics and heightened STEM engagement among adolescents. Scollins’ research is notable for its practical impact: she has shown that using robots as educational tools not only boosts academic performance but also nurtures essential 21st-century skills like teamwork and creativity. Her work at Pierre Van Cortlandt Middle School (2017, 15 citations) further validated these findings in real-world settings. With a cumulative citation count exceeding 175, Scollins has shaped how educators approach STEM instruction, making her a pivotal voice in the movement to prepare students for a technology-driven future.