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About

Scot McNary is an educational researcher specializing in robotics education, computational thinking, and STEM identity development, with a particular focus on expanding access and opportunity for underrepresented student populations. His work centers on designing and evaluating robotics programs that serve as vehicles for broader STEM engagement, especially among elementary-aged students who have historically been excluded from these learning experiences. McNary's most cited work, "Developing a Robotics Program to Support Students' Computational Thinking" (2023, 6 citations), establishes the foundational framework for his design-based research approach, examining how structured robotics experiences can cultivate essential computational thinking skills. Building on this, he has tackled the complex ethical dimensions of equity-focused STEM programming, as demonstrated in his 2024 design case (3 citations), which offers practitioners rare and candid guidance on navigating challenges such as uneven participation and interpersonal dynamics in underrepresented communities. His most recent work (2025) investigates STEM identity formation among grades 2–6 students in a Saturday university-based robotics program, integrating reflective practice as a tool for long-term engagement. Though still an emerging scholar by citation count, McNary's research addresses critically important questions about inclusion, ethics, and identity in STEM education, making his work increasingly relevant to educators and program designers alike.