Tamara “Tammy” Clegg is an assistant professor in the College of Information Studies with a joint appointment in the College of Education at the University of Maryland. She received her PhD in Computer Science at Georgia Tech in 2010 and her Bachelor of Science in Computer Science from North Carolina State University in 2002. From 2010-2012 Clegg was a postdoctoral fellow at the University of Maryland with the Computing Innovations Fellows program. Her work focuses on developing technology and learning experiences to support life-relevant learning environments where children and communities engage in science in the context of achieving goals relevant to their lives. Clegg uses participatory design to design these new technologies.
Her current projects include the design of a social media app and connected community displays called Science Everywhere to engage entire neighborhoods (i.e., learners, teachers, parents, informal educators) in science inquiry connected across community contexts. Additionally, she is working on the design of interactive self-sensing wearables called BodyVis (and supporting learning experiences) that display the dynamic inner-workings of the wearer’s anatomy. Clegg is also co-PI on a project called NatureNet focused on engaging diverse adult communities in community-driven environmental projects with mobile apps and community technologies. Tammy’s work is funded by the NSF Cyberlearning and Future Learning Technologies and Advancing Informal Science Learning (AISL) programs as well as the Institute of Museum and Library Studies (IMLS) and Google.
Uchidiuno, J., Clegg, T., Ahn, J., Yip, J., Bonsignore, E., Pauw, D., Beck, A., & Mills, K. (In Press). Learning About Learning Through Participatory Design with Families. In B. DiSalvo, C. DiSalvo, E. Bonsignore, & J. Yip (Eds.), Participatory Design for Learning: Perspectives from Practice and Research. New York: Routledge.
Ahn, J., & Clegg, T. (In Press). HCI and Education: Designing for Technology-Enhanced Learning Experiences. In K. Norman (Ed.), Wiley Handbook of Human-Computer Interaction. West Sussex: John Wiley & Sons, Ltd.
Clegg, T., Norooz, L., Kang, S., Byrne, V., Katzen, M., Valez, R., Plane, A., Oguamanam, V., Outing, T., Yip, J., Bonsignore, E., & Froehlich, J. (2017). Live Physiological Sensing & Visualization Ecosystems: An Activity Theory Analysis. In Proceedings of the 2017 SIGCHI Conference on Human Factors in Computing Systems (CHI ’17) (pp. 2029 - 2041). New York, NY: ACM.
Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., Gubbels, M., Lewittes, B., & Rhodes, E. (2016). Seeing the Unseen Learner: Designing and Using Social Media to Recognize Children's Science Dispositions in Action. Learning Media and Technology, 41(2), 252 - 282.
Kang, S., Norooz, L., Oguamanam, V., Plane, A., Green, A., Clegg, T., & Froehlich, J. (2016). SharedPhys: Live Physiological Sensing, Whole-body Interaction, and Large-screen Visualizations to Support Shared Inquiry Experiences. In Proceedings of the 15th International Conference on Interaction, Design, and Children (IDC ’16) (pp. 275 - 287). New York, NY: ACM.
Clegg, T., & Kolodner, J. (2014). Scientizing and Cooking: Helping Middle-School Learners Develop Scientific Dispositions. Science Education, 98(1), 36-63.
Google Faculty Fellowship Award: Keeping Kids Safe: Understanding Kids’ Mental Models of Online Safety on Mobile Devices (PI: Marshini Chetty, Co-PI: Tamara Clegg)