The recent deaths of George Floyd, Breonna Taylor, Ahmaud Arbert, and Rayshard Brooks, as well as countless others, have shone a spotlight on the systemic racism that exists in our country. As a field, this is a time to think about the roles that research and education can play in dismantling systemic racism and supporting the foundations of a just society. As a team, we at CADRE, much like many of you, are taking time to reflect, learn from the past, and commit to continuing to educate ourselves about these issues. But how can CADRE, a resource network, best contribute to the conversation and actions? We invite your input. In the meantime, we want to highlight a few related perspectives and points:
- In these three previously written blogs, a former CADRE Postdoc and two former Fellows not only reflect on their experience and work in STEM education research, but also discuss race within this context: What Black Women Are Trying to Teach Us: Transforming Diversity, Equity, and Inclusion Work in K-12 STEM Education Research, Practice, and Policy (Terrell Morton); 3 Ways Intersectionality Can Help You Predict the Future (Or, at least provide you job security) (Courtney Benjamin); and Critically Examining Whiteness in Culturally Responsive Education (Christa Haverly).
- Find additional resources on the issues of identity, equity, and justice in STEM education research and practice, in this list curated by Dr. Morton.
- NSF Awardee Civil Rights Compliance Program states, "The National Science Foundation (NSF) does not tolerate discrimination or harassment of any kind, within the Foundation, at awardee organizations, field sites, or anywhere NSF-funded science and education are conducted."
- An NIH blog focuses on how to remove bias from peer review.
- The National Science Board Vision 2030 report states that by 2030 the number of Black individuals must more than double the number that are currently in the U.S. science and engineering workforce to represent the general population. We have a lot of work to do.
In this newsletter we feature a Spotlight on problem solving, resources from recent webinars, and an update on CADRE’s early career programs which seek to support researchers committed to broadening participation in STEM education.
The CADRE Fellows and Postdocs encountered a different program than expected with the cancellation of two trips to DC to meet with awardees and program officers. Thanks to a number of NSF program officers, we were still able to engage the early career researchers in a mock proposal review and conversations about STEM education research and funding. Thank you to this year’s contributors who shared their experience and expertise on topics ranging from career pathways, community building, research dissemination, proposal writing, and funding with the Fellows and Postdocs during each of the webinars.
Spotlight on Problem Solving in STEM Education
Problem solving provides a powerful context for teaching and learning STEM+C concepts and practices and draws on skills, approaches, and ways of thinking that can be applied across disciplines.
This Spotlight showcases thirteen projects that are researching and developing innovations that support and leverage problem solving in computer science, engineering, mathematics, and science.
If your project has a significant focus on this topic and you would like to be added as a featured project, email firstname.lastname@example.org. We will expand and continue to promote this Spotlight in the coming months.
In this Spotlight...
- Featured Projects
- Animated Contrasting Cases to Improve Procedural and Conceptual Knowledge in Geometry (AC²inG) (PI: Erin Krupa)
- Building Informed Designers (PI: Blake Hylton)
- CAREER: Noticing and Using Students’ Prior Knowledge in Problem-Based Instruction (PI: Gloriana González)
- COnceptual Model-based Math Intervention Tutor (COMMIT) (PI: Yan Ping Xin)
- DEAP: Developing and Evaluating Assessments of Problem Solving (PIs: Jonathan Bostic, Toni Sondergeld)
- Ed+gineering: An Interdisciplinary Partnership Integrating Engineering into Elementary Teacher Preparation Programs (PI: Jennifer Kidd)
- FLECKS: Fostering Collaborative Computer Science Learning with Intelligent Virtual Companions for Upper Elementary Students (PIs: Kristy Boyer, Eric Wiebe)
- Improving Grades 6-8 Students' Mathematics Achievement in Modeling and Problem Solving through Effective Sequencing of Instructional Practices (PI: Joe Champion)
- Mathematical and Computational Methods for Planning a Sustainable Future (PS-Future) (PI: Margaret Cozzens)
- Mathematical Learning via Architectural Design and Modeling Using E-Rebuild (PI: Fengfeng Ke)
- Science and Engineering Education for Infrastructure Transformation (PI: Charles Xie)
- Systemic Transformation of Inquiry Learning Environments for STEM (PI: Ellen Meier)
- Zoombinis: The Implementation Research Study of a Computational Thinking Game for Upper Elementary and Middle School Learners (PI: Jodi Asbell-Clarke)
- Additional Resources
Early Career Update
In response to the COVID-19 pandemic, CADRE has adapted our early career programs. Current Fellows, Fellows alumni, and Postdocs met online to discuss the impact of the pandemic on their work and career plans and share valuable tips and resources with each other. The topics discussed included data collection challenges, delaying the tenure clock, opportunities to teach differently in the changing education landscape, and maintaining a professional profile in the absence of conferences.
Current Fellows and Postdocs reviewed two CAREER proposals in a virtual mock review panel led by DRK-12 program lead, Robert Ochsendorf. They also had the opportunity to discuss elements of a competitive NSF proposal, current funding trends, and advice for getting funded with DRK-12 Program Directors Monica Cardella, Michael Ford, Beth Herbel-Eisenmann, Finbarr (Barry) Sloane, Michael Steele, and Amy Wilson-Lopez. The mock proposal review and meetings with NSF program directors continue to be highlights of the early career programs, so we’re grateful to the program directors who generously joined the conversations.
While we were not able to meet the 2020 CADRE Postdoc cohort in person at the PI meeting, they have been eager to make the most of this professional growth opportunity at a distance. In addition to joining the Fellows for grant funding and proposal development webinars and activities, Postdocs opted for an additional webinar to discuss different career pathways and opportunities. They appreciated discussing options with more senior researchers at a time when there is a lot of uncertainty in the job market, as well as topics such as navigating your career as women or women of color. The Postdocs are also extending their experience by engaging in a writing groups over the summer.
We’d like to thank those in the CADRE network who have contributed to the Fellows and Postdoc programs this year by serving as webinar panelists and offering advice: Carrie Allen, Bronwyn Bevan, Shondricka Burrell, Jinfa Cai, Sylvia Celedón-Pattichis, Jennifer Chiu, Suzanne Donovan, Leanne Ketterlin Geller, Maisie Gholson, Zahra Hazari, Hosun Kang, Susan Kowalski, June Mark, Barbara Means, Bill Penuel, Jay Plasman, Julie Riordan, Kathleen Roth, Katie Schenkel, Alejandra Sorto, Ivory Toldson, Mavreen Rose Tuvilla, Megan Wongkamalasai, Steven Zuiker.
In other early career news, we are pleased to share that four CADRE Fellows alumni were awarded NSF grants this most recent cycle: Carlos Gomez (2014-15), María González-Howard (2015-16), Joel Mejia (2013-14), and Jamie Mikeska (2010-11).
Webinar Recordings and Resources
This month, CADRE hosted two webinars led by DRK-12 awardees.
Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners
In an engaging presentation, Amy Brodesky, Jessica Hunt, Karen Mutch-Jones, and Judy Storeygard shared key components, successes, and challenges of asset-based professional development in mathematics, giving examples from their work.
Recording | Slides
Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching
Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell shared an analytic method developed by their project, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources Through the Collaborative Investigation of Video Cases. This interactive webinar gave participants the chance to learn about the analytic method and provide feedback to the project team.
Recording | Slides & Session Resources
In addition, you can view recordings and resources from last month's series of webinars:
- Adapting Your DRK-12 Research Amid the COVID-19 Pandemic
- Informational Webinar on DRK-12 Solicitation (20-572)
- Managing Your NSF Grant
If you are interested in sharing your approaches or findings, or seek feedback on work in progress through a webinar, please contact CADRE.
New DRK-12 Awards
NSF continues to announce recent DRK-12 awards. Congratulations to the newest awardees! We look forward to getting to know you and hearing about your work as it progresses. Welcome to our community! This list includes all 2019-20 awards; the projects marked as new denote awards made since our May newsletter.
Project Tip: Research and COVID-19
You may be busier than ever moving your teaching online, developing contingency plans based on when and if schools reopen; reading your way through that file of accumulated articles or writing another article (or perhaps an op-ed or a TED-style video talk for a public audience); choosing an appropriate survey tool or interview approach; revising your IRB for a newly remote methodology; adding cancelled presentations to your CV and noting them with an asterisk; or figuring out how to support the grad students or postdocs on your project. Maybe you’re fitting this all in between the math lessons with your kids and figuring out how to respond to the latest national news. NSF knows it. If you need to make changes to your project, contact your program officer and don’t forget to report changes in your annual and final report. For other reporting tips, watch the Managing your NSF Grant webinar.
In addition to the many ways that our community has supported those on the frontlines of education during the pandemic and the quick turn to online and remote learning, there is still room for more. For example, CCSSO plans to release a teaching and learning resource by the end of June 2020 and seeks feedback and input throughout the development of the considerations. “The resources will be offered to state and local education leaders to support their planning for the start of the next academic year. In addition, curriculum publishers and technical assistance providers will have access to this guidance with the expectation that they will use it to support implementation.”
Newsbites from NSF, DRK-12, and NSF Networks
News from NSF
- EHR Core Research (ECR) Overview of Solicitation and Proposal Submission: Solicitation 19-508 Program Outreach Webinar | NSF is hosting webinars on the ECR Solicitation and proposal submission every Thursday from June 11 to July 30 from 3 to 4 PM ET.
- Grants.gov Application Guide (June 2020) | This guide was created to assist applicants in the preparation and submission of applications to NSF via grants.gov.
- NSF STEM Diversity and Inclusion Video Exhibition (DIVE) Challenge | NSF invites grantees from all NSF programs to showcase, in the form of a short video (1 to 3 minutes), how forging partnerships, networks, or alliances has contributed to an increase in diversity and inclusion in STEM. Deadline June 25.
- Prospective New Awardee Guide (June 2020) | This guide contains helpful information for preparing documents requested and for understanding the requirements of managing a federal award.
- Statement on NSF Proposal Deadlines | NSF has extended some upcoming proposal deadlines, asks that any principal investigator urgently in need of an extension please contact their program director, and is continually assessing deadlines at the program level.
- Adapting Evaluations in the Era of Social Distancing | This EvaluATE webinar recording shares strategies for adapting to the new COVID-19 evaluation reality.
- CAISE's Year in Informal STEM Education (ISE) | CAISE has created a yearly review of important publications, trends, and notable moments in informal STEM education.
See our CADRE & NSF Network Events page for ATECentral, CIRCL, CAISE, CS for All Teachers, EvaluATE, NSF INCLUDES, or STELAR events that may be of interest to you.
- Evaluating Videos for Flipped Instruction | Publication
In this Mathematics Teacher: Learning and Teaching PK–12 article, Samuel Otten, Wenmin Zhao (2018-19 CADRE Fellow), Zandra de Araujo, and Milan Sherman present a framework for evaluating videos and describe the benefits of including interactive features and options beyond lecture videos.
- Gamified Physics Challenges for Teachers and the Public | Publication
In this Physics Education article, Rebecca Vieyra, Chrystian Vieyra, Ann-Marie Pendrill, and Benjamin Xu describe the development and deployment of Physics Toolbox Play, an app designed to introduce children and adults to fundamental physics principles.
- Giving Birth to Inferential Reasoning | Publication
In this Mathematics Teacher: Learning and Teaching PK–12 article, Ryan Seth Jones, Zhigang Jia, and Joel Bezaire discuss how they supported students in learning about the role of probability in making inferences with variable data by building models of real-world events and using them to simulate repeated samples.
- GPS: Little Straw, Big Impact | Publication
In this Mathematics Teacher: Learning and Teaching PK–12 article, Amber Candela, and Zandra de Araujo describe classroom-ready mathematical tasks where students use measurement and geometry to learn about the impact that using straws has on the environment.
- Integrating Technology to Support Classroom Argumentation | Publication
In this Science Scope article, J. Bryan Henderson and Amy Lewis share how their teacher–researcher partnerships' technology integration using a platform called Braincandy has been key to student engagement with argumentation.
- Intertwining Special Education and Mathematics Education Perspectives to Design an Intervention to Improve Student Understanding of Symbolic Numerical Magnitude | Publication
In this Journal of Mathematical Behavior article, Delinda van Garderen, John Lannin, and Jessica Kamuru examine changes in student justifications over time with an intervention that drew from the best instructional practices in the fields of special education and mathematics education.
- Messy Data, Real Science | Publication
In this Science Teacher article, Amy Hammett and Chad Dorsey illustrate student learning using messy data to solve real-world problems by using an example—the frequency of harmful algal blooms (HABs) in waters within and around the United States.
- National Science Teaching Association Announces Recipients of Its 2020 Teacher Awards Program | Awards & Recognition
Congratulations to Okhee Lee on being awarded the Distinguished Service to Science Education Award by NSTA!
- Peer-Prompted Engineering Design: How Do Adolescents Interact and Strategize? | Publication
In this Journal of Technology Education article, Kristin Strong, Oenardi Lawanto, and Amy Wilson-Lopez share findings from a comparative case study of how peer-delivered metacognitive prompts supported adolescents during an engineering design challenge.
- Productive Struggle in Action | Publication
In this Mathematics Teacher: Learning and Teaching PK–12 article, Katherine Baker, Naomi Jessup, Victoria Jacobs, Susan Empson, and Joan Case provide a glimpse of productive struggle in action to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.
- TechCheck: Development and Validation of an Unplugged Assessment of Computational Thinking in Early Childhood Education | Publication
In this Journal of Science Education and Technology article, Emily Relkin, Laura de Ruiter, and Marina Umaschi Bers describe a new instrument called TechCheck, which assesses computational thinking skills in young children without requiring prior knowledge of computer programming.
- Technology-Supported Professional Development for Collaborative Design of COVID-19 Instructional Materials | Publication
In this Journal of Technology and Teacher Education article, Troy Sadler, Pat Friedrichsen, Laura Zangori, and Li Ke discuss the development of COVID-19 instructional materials in the midst of the pandemic.
- Using Apps to Engage All Families in Science Exploration | Publication
In this Connected Science Learning article, Jennifer Stiles and Megan Silander share an app-based intervention and offer recommendations for educators and program coordinators about how to engage families in science using media-based apps.
- Who Succeeds in STEM? Elementary Girls' Attitudes and Beliefs about Self and STEM | Publication
In this School Science and Mathematics article, Jeanna Wieselmann, Gillian Roehrig, and Justine Kim share key findings from interviews with girls about their STEM interests, their out‐of‐school versus in‐school STEM learning experiences, and how gender relates to STEM success, within the context of an out‐of‐school program that engages urban youth in authentic STEM experiences.
Email email@example.com to share news from your project.
The following funding and publication opportunities, listed by deadline, may be of interest to you and your DRK-12 project members.
- July 13 – NSF | Inclusion Across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) Planning Grants
- July 23 – NSF | Historically Black Colleges and Universities - Excellence in Research (HBCU- EiR) (Letter of Intent)
- July 27 – NSF | Faculty Early Career Development Program (CAREER)
- August 7 – NSF | ADVANCE: Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE) (Full Proposal)
- August 5 (Extended) – NSF | Partnerships for Innovation (PFI)
- August 14 – NSF | Innovative Technology Experiences for Students and Teachers (ITEST)
- September 16 – NSF | Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program)
- October 1 – NSF | Advanced Technological Education (ATE)
- October 1 – NSF | EHR Core Research (ECR)
- October 6 – NSF | Historically Black Colleges and Universities - Excellence in Research (HBCU- EiR) (Full Proposal)
- October 7 – NSF | Discovery Research PreK-12 (DRK-12)
- October 22 – NSF | NSF Graduate Research Fellowship Program (GRFP)
- June 30 – Advances in Engineering Education | The Impact on Engineering Education of the COVID-19 Epidemic
- July 1 – Journal of Mathematics Education Leadership | Fall 2020
- August 1 – Science & Children | Digital Literacy
- August 1 – Science Scope | Science Beyond the Classroom
- August 31 – Journal of Computing in Higher Education | Data Literacy & Computational Thinking in Engineering Education
- September 1 – AERA Open | Education in the Time of Pandemic
- September 1 – Educational Leadership | Making PD Stick
- September 1 – Science & Children | Global Connections
- October 1 – Educational Leadership | Equity in Action
- October 1 – Science Scope | Using Mathematics and Computational Thinking
- Ongoing – Educational Technology Research and Development | Special Issue Proposals
- Ongoing – Research in Science Education | Special Issue Proposals
- TBD (Extended) – 2021 NCTM Research Conference (Call for Proposals)
- June 30 – 2021 ITEEA Annual Conference (Call for Proposals)
- July 13 – 2020 NABT Professional Development Conference (Call for Proposals)
- July 13 – 2021 ASTE International Conference (Call for Proposals)
- July 14 – 2021 AAAS Annual Meeting (Call for Proposals)
- July 22 – 2021 AERA Annual Meeting (Call for Proposals)
- August 15 – 2021 NARST Annual International Conference (Call for Proposals)
- August 21 – 2021 ACM Technical Symposium on Computer Science Education (Paper Abstracts, Pre-symposium, Affiliated Events)
- August 28 – 2021 ACM Technical Symposium on Computer Science Education (Full Papers, Panels, Special Sessions, Workshops)
- September 6 – 2021 RCML Annual Conference (Call for Proposals)
- Until filled – Boston College: Visiting Assistant Professor in Learning Engineering
- Until filled – Edfinity: Postdoctoral Position
- Until filled – Utah State University: Assistant or Associate Professor in Instructional Technology and Learning Sciences
- Until filled – University of Wisconsin-Madison: Assistant Professor of Learning Sciences
- July 31 – Teaching Mathematics and its Applications Special Issue – Restarting the New Normal: Call for Guest Editors
- Ongoing – 2021 AAAS Annual Meeting: Call for Reviewers
For job, funding, and capacity-building opportunities for doctoral students, postdocs, and other early career scholars, visit our Early Career News & Opportunities page.
In Case You Missed It
Highlights from recent newsletters and announcements: