Glenn Ellis

Smith College, Springfield Technical Community College

Papers

Total Citations

H-Index

About

Glenn Ellis’s research lies at the intersection of artificial intelligence education, K-12 STEM outreach, and cognitive development, with a focus on making technical concepts accessible to young learners. His most cited work, "Assessing High School Girls' Preconceptions About Artificial Intelligence To Improve Learning" (2020, 2 citations), pioneers methods to identify and address misconceptions before instruction, aiming to close gender gaps in AI literacy. In "Organizing A K-12 AI Curriculum Using Philosophy Of The Mind" (2005, 2 citations), Ellis bridges abstract philosophical concepts with hands-on robotics, offering a framework that moves beyond simple programming to deeper understanding. His paper "Engaging the Imagination of Young People to Increase Technical Literacy" (2020, 2 citations) introduces the *Talk to Me* website—a novel, blog, and interactive activities designed to spark middle schoolers’ curiosity about technology. Across these works, Ellis consistently champions narrative-driven, constructivist approaches that treat students’ prior ideas as assets rather than obstacles. While his citation counts are modest, his contributions are foundational to the emerging field of pre-college AI education, where his emphasis on equity, imagination, and philosophical grounding continues to influence curriculum designers and educational technologists.