Kremen School of Education and Human Development

Swati Mehta

Assistant Professor

Education

2021: Ph.D. in Educational Psychology and Educational Technology, Michigan State University.
2010: MBA in Operations Management and Information Technology, Devi Ahilya University, Madhya Pradesh, India.
2008: Bachelor of Engineering in Computer Science, University of Technology, Madhya Pradesh, India

Courses Taught

Curriculum and Instruction:

CI 100: Educational Applications of Technology
CI 149: Curriculum Instruction and Technology in the Secondary Classroom
CI 246: Action Research in the Multicultural Classroom: Capstone Project and Dissemination
CI 152: Adolescent Learning and Development

Dr. Swati Mehta is an Assistant Professor of Liberal Studies at Fresno State University.

As a queer, immigrant, scholar of color the intersection of her identities helps frame the critical questions around race, gender, class, and justice she raises in STEM higher education and K12 spaces. Her work spans across these threads: 1) fostering equitable CS participation by building teacher capacity at the K12 level; 2) building college of education and computer science faculty's capacity to integrate computing and culturally sustaining pedagogies in their courses; 3) building school-research- community-engaged partnerships to center the ways of being, knowing, and doing of historically marginalized communities.

She centers her work on building long-term research-practice partnerships with local schools and districts that aim to engage P-8 teachers in conceptualizing and co-constructing community-engaged culturally sustaining computing practices in their classrooms. In this work, she draws from her work with Dr. Ron Eglash on creating a computing curriculum using the Culturally Situated Design Tools (CSDT) that allow teachers to understand how cultural practices can be intersected with math, science, and computing concepts.

Before moving to Fresno State she was a postdoctoral researcher at California State University, Dominguez Hills in the Snap Inc. Institute for Technology and Education. She is also the recipient of the NSF-funded CADRE 2023 (Community for Advancing Discovery Research in Education) fellowship that centers on providing growth opportunities to early career scholars whose works centers diversity, equity, inclusion, and justice in P-12 STEM education.

Dr. Mehta is involved in various teacher focused and higher education journals including the ACM Transactions on Computing Education, Journal of Technology and Teacher Education, TechTrends Journal, and Journal of Educational Computing Research.

Culturally Sustaining Pedagogies

Computer Science Education
Computer Science Teacher Credentialing and Authorization

Technology Integration in P-8

Designing Culturally Sustaining curriculum in Higher Education

Justice-centered STEM curriculum
Community-Engaged STEM Education

Minaiy, M., Mehta, S., Karlin, M., Liao, Y.C. (2023). “Formulating a holistic view of computer science education”: Exploring K-12 Teacher Experiences in a Computer Science Authorization Pathway. Computer Science Education. (Manuscript Submitted)

Karlin, M., Liao, Y.C, Mehta, S., Iqbal, A., Minaiy, M., Son, M., & Pandya, J.Z. (2023). Addressing Equity Issues in Elementary Computer Science Education: Knowns, Unknowns, and Implications for Future Work. Journal of Computer Science Integration. (Manuscript Submitted).

Mehta, S., Minaiy, M., & Karlin, M. (2023). Building Capacity in K-12 Computer Science Education: In-Service Teacher Experiences in a Supplementary Authorization Program. International Journal of Computer Science Education in Schools. (Manuscript submitted).

Karlin, M., Liao, Y.C., & Mehta, S. (2023) Exploring computer science understanding and rationales in preservice teacher pathways through faculty professional development. Journal of Research on Technology in Education, 1-15. https://doi.org/10.1080/15391523.2023.2174623

Yadav, A., Alexander, V., & Mehta, S. (2019). Case-based instruction in undergraduate engineering: Does student confidence predict learning? International Journal of Engineering Education, 35(1A), 25-34.

Seals, C., Mehta, S., Berzina-Pitcher, I., & Graves-Wolf, L. (2017). Enhancing teacher efficacy for Urban STEM teachers facing challenges to their teaching. Journal of Urban Learning, Teaching, & Research, 13, 135-146. https://files.eric.ed.gov/fulltext/EJ1150083.pdf

Mehta, R., Mehta, S. & Seals, C. (2017). A Holistic Approach to Science Education: Disciplinary, Affective, and Equitable. Journal of Computers in Mathematics and Science Teaching, 36(3), 269-286. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.org/d/180388

Seals, C., Mehta, S., Graves Wolf, L. & Marcotte, C. (2017). Theory and Implementation of an Innovative Teacher Professional Development Program. Journal of Computers in Mathematics and Science Teaching, 36(3), 219-235. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 16, 2018 from https://www.learntechlib.org/p/180385/.

Mehta, S., Mehta, R., Berzina-Pitcher, I., Seals, C. & Mishra, P. (2016). 49 Stories That Make an Ultimate STEM Lesson Plan. Journal of Computers in Mathematics and Science Teaching, 35(4), pp. 343-353. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.org/d/174349