May 3 | 12 - 1 PM ET
In Part 3 of the CADRE Learning Series, panelists will discuss what they learned from their design consultations, sharing how they applied (or modified) professional development design principles to address the investigators’ needs and resources.
Since our 2015 collection of resources on Games & Simulations, projects in the DRK-12 portfolio have continued to explore and advance our understanding of how simulations can transform and improve STEM teaching, learning, and assessment.
Kelly Lynn Mulvey (CAREER Awardee), Channing J. Mathews (2021 CADRE Postdoc), Jerica Knox, Angelina Joy, and Jaqueline Cerda-Smith published this article in the Journal of Research in Science Teaching.
Eileen C. Parsons and Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) co-authored this publication for Cultural Studies of Science Education.
Miwa A. Takeuchi, Shakhnoza Kayumova (CAREER Awardee), Zandra de Araujo, and Tia C. Madkins published this Journal of Research in Science Teaching article.
Vanessa N. Louis (2022 CADRE Fellow) and Natalie S. King published this article in the Journal of Science Teacher Education.
Alana Unfried, Arif Rachmatullah, Alonzo Alexander (2022 CADRE Fellow), and Eric Wiebe (CADRE co-PI) co-authored this article published in the International Journal of STEM Education.
Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc), Monica L. Miles, ReAnna S. Roby (2018 CADRE Postdoc), and Nickolaus A. Ortiz published this Journal of Science Teacher Education article.
