Dr. Zarske's primary research interests are focused on the impacts of hands-on engineering design on student identity - especially women and nontraditional demographic groups in engineering - as well as pathways and retention to and through K-12 and undergraduate engineering, teacher education, and curriculum. Specifically, she is interested in the impact of project-based service-learning and project-based engineering design as a pedagogy to facilitate STEM learning in K-16 students, pre-service and in-service K-12 teachers. She is a collaborator with the innovative CU Teach Engineering program to develop pathways for students to attain a secondary school STEM teacher license concurrently with an engineering BS degree, as well as the nationally-recognized TeachEngineering Digital Library repository of vetted K-12 engineering curricula. She is passionate about hands-on engineering design for every student, at every age level.
K-12 and undergraduate engineering education, engineering design, teaching design, first-year and sophomore-year engineering projects, project-based service-learning, student identity with engineering, recruitment and retention in engineering, active learning, pre-service STEM teacher education, STEM teacher professional development