At a time when our country needs to transform its K–20 schooling system in order to meet the challenge of a global, knowledge-based, innovation-centered economy, scholars working together to diffuse and scale systemic solutions is vital for success. Stokes (1997) urged that research investments center in Pasteur’s Quadrant: deepening theory through gaining traction on pervasive real-world difficulties. However, current incentive structures and funding mechanisms for scholars undercut this goal.

This interactive poster session brings together 11 projects using a range of digital computer technologies to improve science and math learning, including simulations, games, and other cyberlearning tools and environments. In addition to increasing communication and collaboration among these researchers, a key goal of this session is to discuss the diversity of research questions that each project (and the community as a whole) is engaged in, the research methodologies used, and the coupling between the research questions and the selected methodologies.

The ubiquitous use of the term “authenticity” makes it difficult to not only operationalize the term for the development of learning environments, but also for empirical research into the effectiveness or role of different dimensions and different constructs of context and authenticity. Research on STEM education and underrepresented minorities and women may serve as an example for the significance and impact of authentic learning experiences and the need for more reflection: Data show that STEM fields are not as attractive to underrepresented minorities and girls.

This session focuses on two professional development projects, both aimed at increasing geometric content knowledge of middle school mathematics teachers and their students. The goal is to engage grantees in considering what the presenters are learning about the impact of these projects and to consider next steps in advancing the field. The two participating projects are: