National STEM Education Research Summit

The second National STEM Education Research Summit will be held at NC State University’s Friday Institute for Educational Innovation in Raleigh, North Carolina, on October 10, 2019. This is the second National STEM Education Research Summit. The first one was held at Purdue University in 2017.

The research base in STEM education has continued to evolve, and our new federal STEM strategic plan “Charting a Course for Success: America’s Strategy for STEM Education” was released in December 2018. Additionally, the inaugural Handbook of Research on STEM Education (Routledge, 2020) will be released next year.

It is a pivotal time for STEM education research. This national gathering will serve as a forum for those engaged in this work to come together and share their collective knowledge with other STEM researchers and policymakers. We hope that you will choose to be a part of this important convening at NC State University sponsored by the Friday Institute for Educational Innovation.

The summit will include research focused on the integration of STEM disciplines. Therefore, we are seeking proposals of implementations of STEM education approaches, including two or more of the STEM disciplines. STEM schools, STEM programs, STEM coursework, STEM policy, STEM professional development, STEM apprenticeships, and state/federal level STEM investments as context for research are all examples of possible topics for the summit. We are also interested in research that spans K-12 as well as higher education.

The registration fee for the summit is $275.00 per person. This includes food (breakfast, lunch and snack provided) as well as conference program and parking accommodations.

View a PDF of the program agenda here.

The National STEM Education Research summit will be held at the Friday Institute for Educational Innovation on NC State University’s Centennial Campus.

The closest airport to the Friday Institute is Raleigh-Durham International Airport.

Guests can book discounted hotel rates in our reserved block of rooms at the Hampton Inn & Suites Raleigh Downtown. The hotel room rate is $159/night through Sept. 8, 2019. Reserve your room by going to http://group.hamptoninn.com/STEM-Summit.

Hampton Inn & Suites Raleigh Downtown
600 Glenwood Ave
Raleigh, NC 27603
Directions

Agenda

Time Session Location Presenters
9:00 a.m. - 9:35 a.m.
Welcome
Wachovia Innovation Hall AB
  • Carla Johnson, Ed.D., Executive Director, Friday Institute for Educational Innovation
  • Christina Chhin, Ph.D., Program Officer, Institute of Education Sciences
9:45 a.m. - 10:15 a.m.
Designing and Implementing Rigorous, Research-Based, Large-Scale Evaluations of STEM Programs
In this session participants will learn about the design and implementation of the research and evaluation of the Department of Defense funded Army’s Educational Outreach Program (AEOP) portfolio of STEM programs, apprenticeships, and competitions. Often the challenge with STEM programming, as well as in-school STEM curricula implementations is how to assess the impact on student growth in important 21st Century Skills. This presentation will include an introduction to the 21st Century Skills Assessment tool and an overview of how the use of this measure has transformed the ability of federal STEM programs to determine growth in student outcomes.
Wachovia Innovation Hall AB Carla C. Johnson, NC State University
Integrating Computational Thinking in STEM: Theory and Current Research
This presentation is based on a chapter for an upcoming STEM handbook and will provide a succinct summary of research in computational thinking integration into STEM through the lens of curriculum and assessment. The presentation will open with a brief history of computer science and computational thinking. Next will be the theoretical underpinnings of learning and teaching computer science and computational thinking within the context of STEM educational disciplines. Finally, a synthesis of contemporary work in CT integration with examples from the research work being conducted by the authors will be presented.
BB&T Multimedia Classroom
  • Eric Wiebe, NC State University
  • Vance Kite, NC State University
  • Soonhye Park, NC State University
The Impact of Persistence on Historically Underrepresented STEM Students
The purpose of this study is to examine the impact of persistence within STEM learning environments as identified through measures of cumulative trauma. This biopsychosocial impact of prolonged stressors has deleterious health effects on historically underrepresented students who enter STEM disciplines. A trauma inventory measure and psychophysiomeasurement tools ascertained the effects of cumulative stress / trauma as underrepresented students persist in STEM disciplines. Elevated responses on the inventory were triangulated through measures of biological markers for cumulative stress. Examination of the outcomes with latent class profile analysis model suggested the presence of cumulative stress resulting from program participation was significant.
Nortel Workshop Room A
  • Richard Lamb, East Carolina University
  • Douglas Hoston, University at Buffalo
Comparing Science Programs in STEM and Non-STEM High Schools
There is an increasing movement toward creating STEM schools as a way to increase the number of students choosing and persisting in STEM career pathways. This study compared science programs in STEM and non-STEM high schools to examine how implementing a STEM design impacts science instruction. Results indicated that STEM and non-STEM science programs were more similar than different. Technology and math integration were similar but STEM schools integrated engineering design where non-STEM schools did not. Science instruction was similar, however, STEM schools had more project-based lessons. This study offers insight into the implementation of STEM education within existing school contexts and the constraints of STEM high school science programs.
Nortel Workshop Room B
  • Rebecca Stanley, RTI International
  • M. Gail Jones, NC State University
10:25 a.m. - 10:55 a.m.
Creating a STEM Education Minor: A Multi-Disciplinary Approach Using a Design Process
This presentation session shares the process of creating a STEM education minor for undergraduate education students and those students interested in STEM education at the K-12 level. An interdisciplinary team of STEM faculty, staff and community members used a design protocol and process to create a STEM education minor to better serve pre-service teachers entering the workforce, as well as those students from among engineering, business, and the arts and humanities with an interest in STEM education. We share results and next steps in the process as well as solicit feedback on the first prototype.
Wachovia Innovation Hall AB Helen Douglass, The University of Tulsa
What Does It Mean To Be A STEM Early College?
This presentation reports on a mixed-methods, quasi-experimental evaluation of impacts on students and schools from the STEM Early College project. This large-scale project combined a STEM focus with the college readiness emphasis in the Early College model and expanded it to comprehensive schools, reaching 22,000 high need secondary students. There were significant impacts on the percentage of students receiving at least one college credit and the average number of credits earned, driven by the increased enrollment and success in dual enrollment courses. These impacts resulted from comprehensive changes in schools, including more rigorous STEM curriculum and instruction and STEM-focused pathways.
Nortel Workshop Room A
  • Nina Arshavsky, University of North Carolina-Greensboro
  • Julie Edmunds, SERVE Center and University of North Carolina-Greensboro
Engineering Practices in an After-School Space: Learning and Innovation
This session presents an overview involving engineering practices in an after-school space for elementary students. After-school time was used to promote students’ understanding of interdisciplinary skills and knowledge relevant to STEM education. Students were given ill-structured problems and asked to devise potential solutions.
Nortel Workshop Room B
  • Vanessa Morrison, Adrian College
  • Andrea Milner, Adrian College
Data Science in Grades 6-12 STEM: Possibilities and Realities
This talk will explore aspects of data science that can and should be part of STEM education in grades 6-12. We will discuss how learning with and from data can be developed in science and mathematics classrooms. Results from several research efforts will be highlighted to illustrate how a focus on data science skills and data habits of mind can be incorporated into schools. Participants will also learn how efforts at NC State’s Friday Institute for Educational Innovation and RTI International are focused on improving data science education in secondary schools.
BB&T Multimedia Classroom
  • Hollylynne Lee, NC State University
  • Gemma Mojica, NC State University
11:05 a.m. - 11:35 a.m.
The 2018 NSSME+: Findings and Implications for STEM Education
The 2018 NSSME+ collected data from a nationally representative sample of K–12 schools and science, mathematics, and computer science teachers. In this session, we will use the data to examine the current nature of instruction in computer science, mathematics and science classes, including opportunities for STEM integration and the extent to which coding and engineering are currently integrated into instruction in science and mathematics classes. We will also consider how teachers’ preparation and perceptions of preparedness may relate to their ability to implement integrated STEM instruction.
Wachovia Innovation Hall AB
  • Eric Banilower, Horizon Research, Inc.
  • Courtney Plumley, Horizon Research, Inc.
Scaling a Science Professional Development Program That Works in a High-needs District: Impact on Learning and the Role of Math Integration
The session reports on the scale up of an effective, rigorously tested science professional development program, with the goal of reaching K-6 teachers throughout a high-needs urban district. To achieve district-wide reach, a Teacher Leader development program was created to prepare district teachers to lead the program. The program was also modified to integrate mathematics with science. In a quasi-experimental study, Teacher Leaders (TLs), peer teachers (PTs) they led, and students of TLs and PTs outperformed comparison group teachers and students. The session will first present science learning results and then address the challenges and successes of integrating mathematics.
BB&T Multimedia Classroom
  • Kathleen Roth, California State Polytechnic University, Pomona
  • Arlo Caine, California State Polytechnic University, Pomona
A Freshman iSTEAM Academy Professional Development Project: The Influence on Student Engagement and Educational Attitudes
In this study, we attempted to combat the escalating problems of student disengagement and dropout at a partnering high school by piloting and evaluating a teacher professional development program to create a freshman “iSTEAM Academy” designed to radically transform the freshman experience. We found that students participating in the iSTEAM Academy were significantly more engaged, demonstrated more positive attitudes, and had greater aspirations to continue in STEM subjects than those in a more traditionally taught, comparison academy. Implications of the study for future practice included the importance of forums for transdisciplinary collaboration, a supportive administration, and continued professional development. <br />
Nortel Workshop Room A
  • David J. Shernoff, Rutgers University
  • Denise Bressler, Rutgers University
  • Isabella Massaro, Rutgers University
  • Suparna Sinha, Rutgers University
Statewide Collaboration for Institutional Change: Preparing the Next Generation of STEM Teachers in Washington State
The Next Generation of STEM Teacher Preparation project is a collaborative effort to improve STEM teacher education statewide, increase recruitment of diverse students into STEM teaching, and create a research-based model for collaboration. The project work involves two levels of collaboration: eight statewide working groups (WGs) and multiple institution-based implementation teams. We discuss the structures and processes that support this complex collaboration and show the resources developed by the WGs and how these are being utilized by implementation teams to plan and implement short and long-term changes relevant to the context of each.
Nortel Workshop Room B
  • Tamara Holmlund, Washington State University
  • Kristin Shawn Huggins, Washington State University
  • Vickei Hrdina, Educational Service District 112
  • Edward Geary, Next Generation of STEM Teacher Preparation Project and Western Washington University (Retired)
11:45 a.m. - 12:15 p.m.
Poster Session 1: Fostering Self-Efficacy, Science Identity, and the Sense of Belonging to Further Persistence in STEM Majors
This presentation reviews the effectiveness of cohort building activities, peer and faculty mentoring, and common coursework utilized in The National Science Foundation funded Science Technology And Mathematics Preparation Scholarship (STAMPS) program at UNC Greensboro. The program’s aim is to develop a strong science identity and strengthen the self-efficacy of a diverse group of academically talented students with demonstrated financial need majoring in the sciences. Data indicate that the program is very successful as measured by retention rates in a STEM major. Additionally, survey results and interviews indicate high levels of satisfaction with the activities and support offerings of the program.
Upstairs/Collaboratory
  • Jeffrey C. Patton, University of North Carolina-Greensboro
  • Malcom Schug, University of North Carolina-Greensboro
  • Lynn Sametz, University of North Carolina-Greensboro
  • Ayesha Boyce, University of North Carolina-Greensboro
  • Lee Phillips, University of North Carolina-Greensboro
  • Adeyemo Adetogun, University of North Carolina-Greensboro
  • Cherie Avent, University of North Carolina-Greensboro
  • Grettel Arias Orozco, University of North Carolina-Greensboro
  • Amy Germuth, EvalWorks, LLC
  • Michele Abee, University of North Carolina-Greensboro
Poster Session 2: Integrating Computational Thinking in STEM Education: A Literature Review
There has been an increasing trend in integrating computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education. To get an overview of this field, we reviewed 41 empirical research articles to address the following questions. How is CT defined in STEM education? What instructional strategies are used? How is CT assessed? Our findings include: (a) multiple CT definitions exist in STEM education; (b) various instructional strategies like the problem-based instruction are adopted; (c) the assessment of CT is at its rudimentary stage.
Upstairs/Collaboratory
  • Changzhao Wang, University of Miami
  • Ji Shen, University of Miami
  • Jie Chao, The Concord Consortium
Poster Session 3: Integrating STEM into an Elementary Mathematics Methods Course to Expand Dispositions Towards Teaching STEM
Pre-service teachers’ dispositions towards integrated STEM impact their willingness and ability to teach it. This study examined the impact of STEM modules in an elementary mathematics methods course on preservice teachers’ dispositions towards mathematics and sciences and teaching integrated STEM units. After completing the activities in the STEM modules, all participants felt more prepared and confident to designing and teaching integrated STEM. This study demonstrates the importance of including integrated STEM in elementary mathematics methods courses.
Upstairs/Collaboratory
  • Cathrine Maiorca California State University, Long Beach
  • Babette M. Benken California State University, Long Beach
Poster Session 4: Doing Integrated STEM Intentionally: Engaging Pre-Service Teachers
This poster overviews initial findings from an elective for preservice teachers that focuses on using community based experiences as the foundation for integrated units for their K-12 placements. Preservice teachers were exposed to a number of frameworks that fall under the umbrella of integrated STEM education in increasingly complex ways. Results cover changing perceptions of integrated STEM education and impacts on pedagogical decision-making as a result of the course.
Upstairs/Collaboratory
  • Brandon Aigner, The Ohio State University
  • Lindsay Burns, The Ohio State University
Poster Session 5: Texas Tech University / Lubbock ISD Middle School STEM Challenge: Two Years of Community-Engaged Scholarship
Texas Tech University (TTU) and the Lubbock Independent School District (LISD) have partnered to coordinate an annual STEM Challenge to encourage STEM in the middle grades. Each summer, teams of (3-4) students from 10 LISD middle schools participate in a week-long engineering design challenge, facilitated by TTU undergraduates (mentors) and their teachers, using the Engineering Design Process (EDP). Results from 2 years show how students garner STEM knowledge and leverage non-cognitive (21st century) skills to accomplish a shared aim (design challenge). Data from years 1 and 2 are discussed as well as recommendations for programmatic improvements and further research.
Upstairs/Collaboratory
  • Levi Johnson, Texas Tech University
  • Lane J. Sobehrad, Texas Tech University
  • Jessica Spott, Texas Tech University
  • Rebecca Hite, Texas Tech University
Poster Session 6: Training Teachers as Advocates: Exploring Experiences and Acts of Advocacy Among the NSTA/NCTM STEM Teacher Ambassadors Program
Advocacy in the K-12 teaching profession has had a political and divisive history, causing many teachers to eschew advocacy activities, despite being a numerically large and situationally appropriate group to influence educational reform within their communities. Perhaps now, more than ever, are needed the voices of science, technology, engineering and mathematics (STEM) teachers in local, state, regional and national conversations on K-12 STEM education. This research study explored the experiences and advocacy activities of teachers who participated in the NSTA/NCTM STEM Teacher Ambassadors program to understand in what ways programmatic teacher leadership may help inspire and empower teacher advocates.
Upstairs/Collaboratory
  • Rebecca Hite, Texas Tech University
  • Richard Carlos L. Velasco, Texas Tech University
Poster Session 7: K12 STEM Professional Development Programs: Design of the Programs and the Transfer of Teacher Knowledge and Practice
Recent standards and international priorities in STEM areas challenge the single discipline model of PD programs. One reason for this is increased awareness of the need to improve the STEM literacy of citizens to ensure they are prepared to engage in today’s advanced technological and scientific global society. Such initiatives require that K-12 teachers advance their knowledge in ways that demonstrate the connections between the STEM disciplines and in ways that can help their students connect STEM learning to their daily lives. Unfortunately, few evidence-based roadmaps exist for creating and studying well-conceptualized STEM PD programs. This review of research was therefore conducted with the goal of assisting those who design, implement and study STEM PD programs. In order to be a purposeful review, it examines the configuration of current STEM PD programs. Guiding this analysis are the design features associated with high-quality PD programs. In addition, this examination is framed by the concept of transfer, which pertains to the utility of knowledge. These frameworks provide insights into the integrated nature of STEM PD programs that can be used by those who develop and study PD programs.
Upstairs/Collaboratory Jaime Diamond, University of Georgia
Poster Session 8: STEM Schools: Positive Outcomes for Students
There has been considerable movement in the U.S. toward an integrated approach to STEM which leverages English/language arts, social studies/history, and the Arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive outcomes for students, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic and nonacademic outcomes. Findings indicate students outperformed their peers at the 13 comparison schools in district on ACT and end-of-course assessments. Further, I-STEM eliminated the achievement gap for ethnic/racial minority students on the mathematics portion of ACT.
Upstairs/Collaboratory Carla C. Johnson, NC State University
12:25 p.m. -
Welcome from the Dean of the NC State College of Education
Wachovia Innovation Hall AB Mary Ann Danowitz, Dean, NC State College of Education
12:25 p.m. - 12:55 p.m.
Lunch, Invited Speaker: The Perspectives of Integrated STEM Education
Dr. Moore’s research is centered on integrating the STEM fields — science, technology, engineering and mathematics — in K-12 classrooms. She has examined different mechanisms of bringing engineering content and standards into the classrooms that led to a framework for quality K-12 engineering education. Dr. Moore is one of the lead editors for the book STEM Road Map: A Framework for Integrated STEM Education (2015). Dr. Moore’s team developed PictureSTEM, an instructional module at each level from kindergarten through fifth grade that employs engineering and literacy contexts to integrate STEM content in meaningful and significant ways. The modules use picture books and an engineering design challenge to engage students. Dr. Moore is a Professor of Engineering at Purdue University.
Wachovia Innovation Hall AB Tamara Moore, Professor, College of Engineering; Interim Executive Director, INSPIRE Research Institute for Pre-College Engineering; Purdue University
12:55 p.m. - 1:40 p.m.
Beyond Content Integration: A Framework for STEM Teaching & Learning
With various – and sometimes inconsistent – messages about STEM in the classroom, educators may find it difficult to find a basis on which to ground their teaching and learning. A practice-based framework and insight into the intricacies of STEM integration can provide a needed lens for planning or evaluating STEM teaching and learning. We explore one such framework and its application in a teacher professional development setting, including findings from teacher experiences and recommendations for STEM professional development. <br />
Wachovia Innovation Hall AB Tracie McLemore Salinas, Appalachian State University
The Complexities of Epistemological Framing within an Integrated Science and Engineering Unit
The Next Generation Science Standards present an integrated approach to science and engineering education in which science is foundational to engineering and engineering contextualizes and reinforces science ideas. The research presented here explores how one elementary school teacher and her students came to understand what is expected of them when asked to engage in an integrated science and engineering unit on simple circuits. Analysis of whole class and small group video transcripts and artifacts revealed that an integrated approach may be more problematic than promising for teachers and students.
BB&T Multimedia Classroom Jennifer Schellinger, Florida State University
Investing in Urban STEM Success for Seventeen Years
Merrimack College’s Lawrence Math Science Partnership (LMSP) has served more than 1,200 at-risk middle school students (5th -8th grade) since its inception in 2002 through a Community for National Service Learn & Serve Grant. Merrimack College currently partners with eight community-based organizations working in nearby urban centers. We are proud of our efforts to bring STEM to the youth of our community and to continually improve the program through 360 degrees of program assessment.
Nortel Workshop Room A
  • Anne Gatling, Merrimack College
  • Cynthia Carlson, Merrimack College
Which Edtech Mathematics Programs are Effective? It Depends.
Edtech efficacy and effectiveness studies produce differing results with “real world” studies often demonstrating lower effect sizes. This study examined effect sizes for two different math edtech products across three different studies conducted within four school districts during the 2016-2017 and 2017-2018 school years. Overall, the findings were mixed, with districts demonstrating smaller effect sizes for two edtech products when compared to efficacy studies. This presentation will explore what these disparate findings mean for the future of education research.
Nortel Workshop Room B Mary Styers, LearnPlatform
1:50 p.m. - 2:20 p.m.
Supporting Students in STEM: The Long-Term Impacts of Afterschool Robotics Programs
Do afterschool STEM programs help support student interest and engagement in STEM? This session presents the 5-year findings of an ongoing longitudinal study of participants in three national middle and high school robotics programs. The study is tracking over 1,200 program participants and comparison program students as they move through middle and high school into college and careers. The session will discuss the current findings, which include positive long-term impacts on STEM interests and attitudes, college course-taking and majors, and interest in STEM careers for multiple groups of students, and explore the implications for afterschool STEM programs generally.
Wachovia Innovation Hall AB
  • Alan Melchior, Brandeis University
  • Cathy Burack, Brandeis University
Animation as Tool to Support the Implementation of STEM
Technology can be used as a tool to provide teachers experiences with content and practices prior to implementation in the classroom. Within this study, we analyzed how teachers animated the launch of an engineering design challenge and how this translated into classroom enactment. Findings indicate that the use of technology to scaffold implementation enhanced the existence of certain practices for engineering, such as identifying a problem, within classroom instruction. Discussion on how animation served as a tool to allow congruence across all phases of implementation is explored and the need for further research to understand additional benefits for animation.
BB&T Multimedia Classroom
  • Anne Estapa, University of Iowa
  • Kristina Tank, Iowa State University
STEM is not a monolith: A preliminary analysis of variations in STEM disciplinary cultures and implications for change
Research suggests that STEM departments are a productive unit of focus for systemic change efforts. In particular, they are relatively coherent units of culture, and cultural changes are critical to creating sustainable improvements. However, the STEM disciplines are often treated as a monolith in change literature, and unique aspects of these different disciplinary cultures—and consequences for change efforts—remain somewhat underdeveloped. This exploratory study focuses on similarities and differences among STEM disciplinary cultures, drawing on data gathered from scholars in discipline-based education research who attended two sessions at the 2017 Transforming Research in Undergraduate STEM Education conference.
Nortel Workshop Room A Becky Matz, Michigan State University
STEM-Focused School Models: A Synthesis of Critical Components of Elementary and Secondary Schools
In this presentation, we will begin with a discussion of the emergence of STEM- focused specialized schools over time. We will report a synthesis of key characteristics of STEM-focused elementary and secondary schools from exemplary case studies, analyzing the most influential characteristics. We will summarize the presentation by comparing key components of STEM-focused elementary with STEM-focused secondary schools for the purposes of vertical articulation.
Nortel Workshop Room B
  • Erin E. Peters-Burton, George Mason University
  • Ann House, SRI International
  • Vanessa Peters Hinton, Digital Promise
  • Julie Remold, SRI International
  • Lynn Goldsmith, Educational Development Center
2:20 p.m. - 2:40 p.m.
Afternoon Break
N/A
2:40 p.m. - 3:10 p.m.
Leveraging Technology to Promote Powerful STEM Learning
In this panel, we discuss evidence-based approaches for using technology to support powerful STEM learning in classrooms identified by the U.S. Department of Education’s Office of Educational Technology in partnership with Digital Promise as part of the Department’s STEM Innovation Spotlights project. We describe the methodology used to review the scholarly literature on STEM teaching and learning that identified a rubric of nine dimensions for powerful STEM learning using technology. We then share video-based stories from ten schools across the United States who are using technology in impactful ways aligned to the rubric across grade levels and across STEM subjects. We conclude the session by inviting audience participation through a Q&A with STEM teachers, researchers and federal policymakers who participated in the project.
Wachovia Innovation Hall AB
  • Bernadette Adams, US Department of Education
  • Barbara Means, Digital Promise
  • Carrie Ann Miller, Greene Central High School (NC)
Designing a Transdisciplinary Model-Eliciting Activity: Questions and Challenges
In this presentation, we are exploring the design and implementation of a transdisciplinary model-eliciting activity, the Box Turtle MEA. The MEA asked students to create a process for identifying the age of a box turtle. The activity was used in two elementary grades settings after professional development for teachers and mathematics coaches. We explore how transdisciplinary activities engage students in meaningful, authentic STEM learning experiences and teachers' perspectives about their usefulness.
BB&T Multimedia Classroom
  • Margret A. Hjalmarson, George Mason University
  • Courtney K. Baker, George Mason University
  • Nancy Holincheck, George Mason University
  • Terrie M. Galanti, George Mason University
  • Jill K. Nelson, George Mason University
Learning Leadership, Learning STEM: A Rural District Case Study
Research on integrated STEM education shows there is a need for innovative instructional practices and curricula to support all students’ learning. Teacher leadership is essential to supporting these innovations. We studied how a team of teacher leaders supported the enactment of integrated STEM for all students across their rural school district. Results show that teacher leaders deepened their understanding of integrated STEM by enacting innovative practices with their students. They learned to use examples from their own classrooms in one-to-one interactions with colleagues and to attend to administrator understanding in order to influence their colleagues’ willingness to enact STEM lessons.
Nortel Workshop Room A
  • Tamara Holmlund, Washington State University
  • Kristin Shawn Huggins, Washington State University
Developing Rural Elementary Teachers’ STEM Knowledge: The NebraskaSTEM Project
This paper describes features of the NebraskaSTEM Noyce Master Teaching Fellowship (MTF) program that address STEM disciplinary content knowledge for elementary teachers. The paper focuses on the design of the NebraskaSTEM Master’s degree program and addresses the research question: What are the features of a degree program that support the development of rural elementary teachers’ STEM knowledge? Participants included 14 MTFs who teach in high-need rural Nebraska schools. The content, pedagogy and research courses that comprised the program are described in relation to how they intended to develop STEM disciplinary content knowledge for rural elementary STEM teacher-leaders.
Nortel Workshop Room B
  • Amanda Thomas, University of Nebraska–Lincoln
  • Wendy Smith, University of Nebraska-Lincoln
3:20 p.m. - 3:50 p.m.
Characteristics of High Schools that Promote STEM Career Interest and Entry into STEM Majors
Inclusive STEM high schools (ISHSs) are intended to broaden participation in STEM. This research investigates school characteristics that distinguish ISHSs from other high schools and predict STEM career interest and being in a STEM major. Principal and student survey responses from 29 ISHSs and 24 non-STEM comparison schools in Texas and North Carolina were used in combination with data from state K-12 and higher education records. We found that schools implementing key elements of the ISHS model had higher proportions of graduates interested in STEM careers and actually in a STEM bachelor’s degree program two years after high school.
Wachovia Innovation Hall AB
  • Bernadette Adams, US Department of Education
  • Barbara Means, Digital Promise
  • Carrie Ann Miller, Greene Central High School (NC)
Improving quantitative reasoning skills and confidence by incorporating statistical analysis into course-based undergraduate research experiences in introductory biology laboratories.
Students in introductory biology labs with course-based research experiences (CURE) learned to perform and interpret statistical analysis of the experiments they designed. Unlike matched students from traditional sections, CURE students had statistically significant Pre/Post improvement on a statistics test as well as reporting statistically significant Pre/Post improvements in science attitudes in open-ended reflections. CURE students indicated that while statistics was the most difficult part of the course, it was also the most valuable experience. Our findings support the value of statistical education in the context of undergraduate science laboratories where students have increased agency in their experimental design.
BB&T Multimedia Classroom
  • Iglika Pavlova, University of North Carolina-Greensboro
  • Meg Horton, University of North Carolina-Greensboro
  • Elizabeth Tomlin, University of North Carolina-Greensboro
  • Malcolm Schug, University of North Carolina-Greensboro
A Review of Collaborative and Community-Engaged STEM Education Outreach and Research at Texas Tech University
This session will showcase the community-engaged STEM education service and scholarship currently underway at Texas Tech University through two major university centers, the Center for the Integration of STEM Education & Research (CISER) and the STEM Center for Outreach, Research & Education (STEM CORE). We present ongoing research and evaluation on a STEM traveling lab (kits) program for underserved students in rural contexts, impacts of STEM clubs led by scientists augmenting elementary Latinx students’ perceptions of science and scientists, and a community event, improving STEM outcomes for girls through STEM habitus and capital interventions for their teachers and parents.
Nortel Workshop Room A
  • Rebecca Hite, Texas Tech University
  • Jill White, Texas Tech University
  • Jerry Dwyer, Texas Tech University
  • Jessica Spott, Texas Tech University
  • Jessica Gottlieb, Texas Tech University
  • Gina Childers, Texas Tech University
Engaging Middle Grades Students in STEM-Based Entrepreneurial Challenges
This presentation introduces the attendees to “Design and Pitch” a set of nine STEM-based entrepreneurial challenges for use in middle grades. The goal is to engage students in STEM-based activity through challenging them to propose innovative solutions to real-world challenges and to investigate related solutions, conduct market research, create technical briefs and business models, and participate in a culminating Pitch competition with peers. The goal is to increase students’ engagement in STEM fields and learn more about related careers, while experiencing collaborative STEM activities that deepen related STEM content knowledge. Attendees will learn about the approach and engage in one challenge.
Nortel Workshop Room B
  • Jere Confrey, NC State University
  • Erin Krupa, NC State University
  • Michael Belcher, NC State University