Erin Bardar

• STEM curriculum development
• Inclusive teaching and learning
• Executive Function
• Universal Design for Learning (UDL)
• Game-based learning
• Computational Thinking

Dr. Bardar is a trained physicist and astronomer, patented inventor, and UDL-credentialed curriculum developer. Her current work focuses on designing and developing inclusive STEM teaching and learning materials and experiences, with particular attention to differentiation and supporting Executive Function (EF). She has been at TERC since 2006 developing curriculum for both formal and informal settings in a variety of topic areas and working with teachers to bridge implicit STEM learning in digital games to formal classroom learning. She is actively involved in the Neurodiversity in STEM at TERC initiative and is Education Materials Director for EdGE at TERC.

• Ph.D. in Astronomy, Boston University
• Sc.B. in Physics, Brown University

Asbell-Clarke, J., Dahlstrom-Hakki, I., Voiklis, J., Attaway, B., Barchas-Lichtenstein, J., Edwards, T., Bardar, E., Robillard, T., Paulson, K., Grover, S., Israel, M., Ke, F., & Weintrop, D. (2024). Including neurodiversity in computational thinking. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1358492

Asbell-Clarke, J., Rowe, E., Almeda, M., Edwards, T., Bardar, E., Gasca, S., Baker, R., & Scruggs, R. (2021). The development of students’ computational thinking practices in elementary and middle-school classes using the learning game, Zoombinis. Computers in Human Behavior, 115, 1-14. https://doi.org/10.1016/j.chb.2020.106587

Asbell-Clarke, J., Bardar, E., & Edwards, T. (2020). The importance of teacher bridging in game-based learning classrooms. In M. Farber (Ed.), Global perspectives on gameful and playful teaching and learning (pp. 211-239). IGI Global. https://doi.org/10.4018/978-1-7998-2015-4.ch010