Danielle B. Harlow

Papers

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About

Danielle B. Harlow is an education researcher whose work sits at the intersection of computational thinking, engineering identity, and hands-on learning for young children. She is particularly known for her investigations into how tangible and robotic interfaces can make computer science and engineering accessible to elementary-aged learners, exploring the ways physical and virtual programming environments shape children's spatial reasoning and coding skills. Harlow's most influential contribution is her work on Active Learning Environments with Robotic Tangibles (ALERT), which has garnered 66 citations and demonstrated how thoughtfully designed robotic tools can bridge abstract computational concepts with the concrete, exploratory learning styles of young children. Her research also tackles persistent equity challenges in STEM education — notably, her 2020 study on engineering identity development highlights how collaborative design experiences can help narrow the gender gap by fostering girls' identification with engineering from an early age, before gendered attitudes become entrenched. Beyond formal research, Harlow has championed creative, mentor-supported learning models, as seen in her "Dancing Robots" program, which brought together elementary students and undergraduate engineers to build robots collaboratively. Her body of work reflects a consistent commitment to making STEM education more inclusive, engaging, and developmentally appropriate for all children.