Kevin Clark
Kevin Clark is a full professor in the College of Education and Human Development. His research interests include the role of video games and interactive media in the education of children and adults. His recent scholarly activities focus on the use of video game design to increase interest in science, technology, engineering, and mathematics (STEM) careers; examining pathways and best practices for increasing diversity in STEM disciplines; and issues of diversity in the design and development of educational media. In addition to his scholarly activities, Dr. Clark has extensive experience as a designer and consultant in the areas of educational game design, online and interactive media, and issues of diversity and inclusion in digital media. Kevin also serves as an advisor to organizations such as: Public Broadcasting Service (PBS), Common Sense Media, the Fred Rogers Center, Disney Junior, and the National Parks Service. Dr. Clark has also been named a White House STEM Access Champion of Change for his work to support and accelerate STEM opportunities for African American students, schools, and communities.
Dr. Clark holds both a B.S. and M.S. in computer science from North Carolina State University as well as a Ph.D. in Instructional Systems from Pennsylvania State University. For more information about Dr. Clark’s work, please visit http://cdmid.gmu.edu
Phone: 703-993-3669
Address: 4400 University Drive
MS 5D6
Fairfax, VA 22030
Dr. Clark holds both a B.S. and M.S. in computer science from North Carolina State University as well as a Ph.D. in Instructional Systems from Pennsylvania State University. For more information about Dr. Clark’s work, please visit http://cdmid.gmu.edu
Phone: 703-993-3669
Address: 4400 University Drive
MS 5D6
Fairfax, VA 22030
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Papers by Kevin Clark
youth aged 7 to 19 years in the Washington, D.C. metro area, transformed from a program designed and taught by adults to one designed and taught by youth. In Year 1, 8% of youth participants held a leadership role; by Year 4, 30% of youth participants did. Moreover, the nature of these roles
transformed, with youth increasingly taking on responsibilities formerly held by adults. In this qualitative study, the authors describe and seek to understand this role shifting. Through the extensive collection and analysis of field observations over 4 years, the authors describe qualitative shifts in the agency involved in these roles—moving from a conception of youth as
student to assistant to youth as designer and implementer of instruction. The authors analyze changes in youth agency that accompanied their implementation of the studio mentorship model where classrooms were transformed from traditional teacher-led classes to studios with a 1:3 ratio of peer mentors to students. The authors describe how, following this shift,
youth initiated new instructional roles leading to the creation of a mentor-instructor pipeline. The authors pose the GDMC program as an example to discuss how culturally relevant computing practice emerges from a programmatic goal of viewing youth as assets and actively seeking ways to
support youth’s initiatives and agency in digital technology education. The authors argue for the value of this asset building in technology education as a way to encourage youth from traditionally underserved groups to become technology leaders and innovators.
Articles: Refereed Scholarly Journals by Kevin Clark
Policy and Technical Reports by Kevin Clark
youth aged 7 to 19 years in the Washington, D.C. metro area, transformed from a program designed and taught by adults to one designed and taught by youth. In Year 1, 8% of youth participants held a leadership role; by Year 4, 30% of youth participants did. Moreover, the nature of these roles
transformed, with youth increasingly taking on responsibilities formerly held by adults. In this qualitative study, the authors describe and seek to understand this role shifting. Through the extensive collection and analysis of field observations over 4 years, the authors describe qualitative shifts in the agency involved in these roles—moving from a conception of youth as
student to assistant to youth as designer and implementer of instruction. The authors analyze changes in youth agency that accompanied their implementation of the studio mentorship model where classrooms were transformed from traditional teacher-led classes to studios with a 1:3 ratio of peer mentors to students. The authors describe how, following this shift,
youth initiated new instructional roles leading to the creation of a mentor-instructor pipeline. The authors pose the GDMC program as an example to discuss how culturally relevant computing practice emerges from a programmatic goal of viewing youth as assets and actively seeking ways to
support youth’s initiatives and agency in digital technology education. The authors argue for the value of this asset building in technology education as a way to encourage youth from traditionally underserved groups to become technology leaders and innovators.