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This paper explores an episode of epistemic injustice that develops between two students with help from two teachers. Our analysis seeks to demonstrate not only that epistemic injustice has occurred, but also, how, and why it matters. In particular, we explore the idea of credibility deficit as helping to account for how and why one student’s contributions were routinely sidelined or ignored, and how that repeated positioning led to the ultimate act of testimonial injustice and its outcome, a wrong in the form of a loss of opportunity to learn. 

This symposium aims to explore current research working toward conceptualizing and measuring productive disciplinary engagement (PDE) contextualized in diverse learning and project contexts. Disciplinary engagement is critical for fostering students’ deep, integrated understanding of STEM content and disciplinary practices. However, there are significant challenges to reaching this engagement quality, with CSCL environments providing opportunities and supports for engagement, but also posing challenges. This symposium aims to account for recent developments, as presenters showcase rich range in exploring application of PDE in diverse domains, grade bands, and learning contexts. The presentations also showcase a range of methods to analyze PDE as collective, situated, cross-contextual, dynamic, and generative. 

The design of most learning environments focuses on supporting students in making, constructing, and putting together projects on and off the screen, with much less attention paid to the many issues—problems, bugs, or traps—that students invariably encounter along the way. In this symposium, we present different theoretical and disciplinary perspectives on understanding how learners engage in debugging applications on and off screen, examine learners’ mindsets about debugging from middle school to college students and teachers, and present pedagogical approaches that promote strategies for debugging problems, even having learners themselves design problems for others. We contend that learning to identify and fix problems—debug, troubleshoot, or get unstuck—in completing projects provides a productive space in which to explore multiple theoretical perspectives that can contribute to our understanding of learning and teaching critical strategies for dealing with challenges in learning activities and environments.