Reimagining STEM Education and Research
The Community for Advancing Discovery Research in Education (CADRE), the resource network for NSF DRK–12 awardees, is pleased to host the 2021 DRK–12 PI Meeting. The meeting will be held virtually, June 15-17, with additional programming (e.g., meetings with program officers, asynchronous viewing of project posters, networking opportunities) beginning June 1. Programming on June 15-17 will begin midday and end in the early evening (Eastern Time).
The meeting will provide opportunities for learning, networking, and substantive conversations for DRK–12 project members and collaborators (e.g., practitioners, administrators), NSF program directors, CADRE Fellows, postdocs, and guests. The purpose of the meeting is to engage the DRK–12 community in:
- Addressing the critical needs and opportunities that the events of the last year have highlighted
- Building and sharing new knowledge, best practices, and tools critical to increasing the impact and sustainability of our collective work over time
- Developing and maintaining professional connections that may result in future collaborations and innovations
- Supporting attendees at different stages of their careers and projects at different stages in their cycle of research
- Call for Proposals: Closed
- Aspiring Awardee Application: Closed April 30
- Poster Sign Up: Closed May 14
- General Registration: Closed May 28
The meeting will be guided by the overarching theme, Reimagining STEM Education and Research. The events of the last year have affected each of us, STEM education, and the research we do. The PI meeting offers an opportunity to take account of the impact of those events, share the ways we have adapted and transformed our work, and reimagine the future of STEM education and research.
Each of the three days of central synchronous programming (June 15-17) will focus on different aspects of the theme, building from our current understandings and experience toward our plans for a reimagined future in STEM education and research. There will be two strands that run through the three days as we explore the theme through the lenses of 1) STEM Education, and 2) STEM Education Research.
June 15 | The current state of education and research
Concurrent sessions enable participants to discuss the effects of the pandemic, social justice movements, and critical scientific and societal issues (e.g., climate change) on education and research, and examine gaps in the field (that were perhaps brought into higher relief over the last year).
June 16 | Immediate opportunities based on learnings from the last year and re-envisioned priorities
Concurrent sessions highlight innovations, approaches, and resources/tools that grew out of and/or are responsive to the current context (e.g., remote learning strategies and tools, new methodologies).
June 17 | Planning for the future
Concurrent sessions enable participants to discuss how we envision the future of education and research, and how our research can help build towards the best version of that future.
Programming on June 15-17 will be synchronous, beginning midday and ending in the early evening (Eastern Time). Additional programming (e.g., networking, technical assistance, poster sessions, meetings with POs) will occur during and outside of the three synchronous days outlined above starting June 1.
2021 PI MEETING COMMITTEE MEMBERS
CADRE is working closely with the 2021 DRK-12 PI Meeting Planning Committee to design a meeting that offers many opportunities for meeting participants to engage in discussion about current and future STEM education research, share your work, and network. The committee members include:
Jody Bintz, Associate Director for Strategic Partnerships & Professional Learning, BSCS Science Learning | Bio
- Science Teachers Learning from Lesson Analysis (STeLLA): High School Biology
- Translating a Video-based Model of Teacher Professional Development to an Online Environment
Jose Blackorby, Senior Director of Research and Development, CAST | Bio
- Accelerating Higher Order Thinking and STEM Content Learning Among Students with Learning Disabilities
Paul Cobb, Research Professor, Vanderbilt University | Bio
- Improving the Implementation of Rigorous Instructional Materials in Middle-Grades Mathematics: Developing a System of Practical Measures and Routines (Collaborative Research: Cobb)
Zandra de Araujo, Associate Professor, University of Missouri | Bio
Ximena Dominguez, Director of Early STEM Research, Digital Promise | Bio
- Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners
Maisie Gholson, Associate Professor, University of Michigan | Bio
Marcia Linn, Professor, University of California, Berkeley | Bio
- GRIDS: Graphing Research on Inquiry with Data in Science
- Supporting Teachers in Responsive Instruction for Developing Expertise in Science (Collaborative Research: Linn)
Jamie Mikeska, Research Scientist, Educational Testing Service (ETS) | Bio
- Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings (Collaborative Research: Mikeska)
- Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions
- Learning to Teach During COVID-19: Leveraging Simulated Classrooms as Practice-based Spaces for Preservice Elementary Teachers within Online Teacher Education Courses
- Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and Science
- Understanding the Role of Simulations in K-12 Science and Mathematics Teacher Education
Eric Wiebe, Professor, North Carolina State University | Bio
- Fostering Collaborative Computer Science Learning with Intelligent Virtual Companions for Upper Elementary Students (Collaborative Research: Wiebe)
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