High

Teachers tend to be lifelong learners, motivated to pursue professional learning that is meaningful to their particular needs. In 2013, Marrongelle et. al., noted “it is incumbent on the field to capitalize on emerging technologies in the design and delivery of effective professional development.” (p. 208). While the past decade has seen an increase in development of opportunities for personalized learning for mathematics teachers online (e.g., Silverman & Hoyos, 2018), more work is needed to provide additional research-based opportunities.

In this study, 82 middle and high school teachers engaged with the InSTEP online professional
learning platform to develop their expertise in teaching data science and statistics. We
investigated teachers’ engagement within the platform, aspects of the platform that were most
and least effective in building teachers’ expertise, and the extent to which teachers’ self-efficacy
changed. Using mixed methods, we collected, analyzed and integrated multiple data sources.

While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The project research team developed two active learning lessons examining the diverse profiles of individuals who earned a bachelor’s degree in physics, and issues of marginalization of women in physics.

While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The project research team developed two active learning lessons examining the diverse profiles of individuals who earned a bachelor’s degree in physics, and issues of marginalization of women in physics.

While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The project research team developed two active learning lessons examining the diverse profiles of individuals who earned a bachelor’s degree in physics, and issues of marginalization of women in physics.

While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The project research team developed two active learning lessons examining the diverse profiles of individuals who earned a bachelor’s degree in physics, and issues of marginalization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.