
Eli Tucker-Raymond
Research Associate Professor
Dr. Eli Tucker-Raymond is a research associate professor at Boston University Wheelock College of Education & Human Development. Dr. Tucker-Raymond’s research focuses on ways to connect learning spaces to youth culture and to the human experience as a relational phenomenon more broadly, particularly for young people who come from groups that are disproportionately affected negatively by systemic racism. Recently, this work has taken place at the interdisciplinary intersections of making, literacies, and STEM.
Dr. Tucker-Raymond has several funded projects at the Earl Center for Learning & Innovation. At the Earl Center, he works with colleagues to develop the Educational Design for Transformative Social Futures undergraduate pathway.
Dr. Tucker-Raymond is part of a collective of researchers whose origins began at the Chèche Konnen Center led by Beth Warren and Ann Rosebery at TERC, Inc, a nonprofit research and development organization. Part of this collective is known as the STEMCees – working at the intersection of computational making and hip-hop through culturally sustaining pedagogies
Having grown up in Cambridge, Massachusetts, Dr. Tucker-Raymond also works with several childhood friends and classmates on actions to improve learning opportunities for youth in the area and across the country, particularly with a group called The Young People’s Project.
Pronouns: he/him
Recent News
- Building Teacher Capacity in Computer Science Education
- Guiding Youth to Create Change through STEM
- NSF Funds Grant Workshop Focused on Racial Equity
- New Grant Supports STEM Equity Research Network
- Eli Tucker-Raymond Receives Award for STEM Literacies Book
- Study Explores How Youth Mentors Facilitate STEM Learning, Teaching, and Doing
- BU Wheelock Welcomes New Faculty Members
Education
PhD, Curriculum and Instruction - Literacy, Language, and Culture, University of Illinois at Chicago
MA, Learning Sciences, Northwestern University
BA, Anthropology, University of Massachusetts Boston
Courses
ED 121 Introduction to the professions
ED 230 Introduction to Educational Design
ED 310 Critical Making/Creative Inquiry
ED 581 and 582 - Design-Based Research as Educational Inquiry
Selected Publications
Wilson-Lopez, A., Tucker-Raymond, E., Esquinca, A., & Mejia, A. (Eds.) (2022). The literacies of design: Studies of equity and imagination in engineering and making. West Lafayette, IN: Purdue University Press.
Tucker-Raymond, E. & Gravel, B. E. (2019). STEM literacies in makerspaces: Implications for learning, teaching, and research. New York, NY: Routledge. *Winner, Society of Professors of Education 2020 Outstanding Book Award
Gravel, B.E., Millner, A., Tucker-Raymond, E., Olivares, M.C. & Wagh, A. (2022). “Weebles wobble but they also commit to lifelong relationships”: Disciplinary possibilities in computational play. International Journal of STEM Education.9(60). https://doi.org/10.1186/s40594-022-00373-9
Tucker-Raymond, E., Cassidy, M., & Puttick, G. (2021). Science teachers can teach computational thinking through distributed expertise. Computers and Education. https://doi.org/10.1016/j.compedu.2021.104284
Gravel, B. E., Tucker-Raymond, E., Wagh, A., Klimczak, S., & Wilson, N. (2021). More than Mechanisms: Shifting Ideologies for Asset-Based Learning in Engineering Education. Journal of Pre-College Engineering Education Research (J-PEER), 11(1), Article 15. https://doi.org/10.7771/2157-9288.1286
Champion, D.N., Tucker-Raymond, E., Millner, A., Gravel, B. E., Wright, C.G., Likely, R., Allen-Handy, A. and Dandridge, T.M. (2020), (Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies, Information and Learning Sciences, Vol. 121 No. 9/10, pp. 785-804. https://doi.org/10.1108/ILS-01-2020-0018