Tennessee STEM Education Center
Southeastern STEM Education Research Conference
DUE TO SEVERE WINTER WEATHER EXPECTED IN THE REGION, WE REGRET THAT THE 2025 SSERC CONFERENCE AT THE UNIVERSITY OF ALABAMA AT BIRMINGHAM SCHEDULED FOR JANUARY 10-11 HAS BEEN CANCELLED.
ALL REGISTRATION FEES WILL BE FULLY REFUNDED.
WE APOLOGIZE FOR ANY INCONVENIENCE THIS MAY CAUSE.
REGISTRATION IS NOW CLOSED
S2ERC Registration closed on December 15th, 2024
Hotels
The following hotels have traditionally honored the standard GSA daily lodging rate. Please confirm lodging rate during reservation.
Fairfield Inn and Suites
Address: 1918 1st Ave N, Birmingham, AL 35203
Phone: (205) 263-9157
SpringHill Suites by Marriott Birmingham
Address: 2024 4th Ave South, Birmingham, AL 35233
Phone: 205-322-8600
Residence Inn by Marriott Birmingham Downtown
Address: 821 20th Street South, Birmingham, AL 35205
Phone: 205-731-9595
Courtyard by Marriott Downtown UAB
Address: 1820 5th Ave South, Birmingham, AL 35233
Phone: 205-254-0004
Meet the Keynote Speaker
Dr. Saag is Professor of Medicine, Microbiology and Public Health at the University of Alabama at Birmingham. During his fellowship in Infectious Diseases, Dr. Saag conceived the concept of a comprehensive HIV outpatient (1917) clinic dedicated to the provision of comprehensive patient care in conjunction with the conduct of high-quality clinic trials, basic science, and clinical outcomes research. Over the last 35 years, the clinic has treated more than 13,000 patients and has become recognized as one of the best sites for clinical research and care in the United States. Dr. Saag has published over 650 articles in peer reviewed journals, including the first description of the quasispecies nature of HIV (Nature, 1988), the first use of viral load in clinical practice (Science, 1993), the first description of the rapid dynamics of viral replication (Nature, 1995), the first guidelines for use of viral load in practice (Nature Medicine, 1996), the first proof of concept of fusion inhibition as a therapeutic option (Nature Medicine, 1998), and directed the ‘first-in- patient’ studies of 7 of the 30 antiretroviral drugs currently on the market. Dr. Saag has received the Myrtle Wreath Award from Hadassah, was listed as one of the top ten cited HIV researchers by Science (1996), and received multiple Argus Awards for Best Lectures to the 1st year medical students at UAB. In 2014, Dr. Saag was named the Castle-Connolly National Physician of the Year Award for Clinical Excellence and was inducted into the Alabama Healthcare Hall of Fame. He is Co-Editor of the Sanford Guide. During the COVID epidemic, Dr. Saag has appeared frequently on CNN, MSNBC, Yahoo Finance, and the Paul Finebaum Show and has published frequent OpEd features in the Washington Post. Dr. Saag published a memoir entitled, “Positive: One doctor’s encounters with death, life, and the US Healthcare System,” which is in its third printing.
SSERC 2025 Early Career Panel
Dr. Amy Chatham, PhD., Director
Moderator for Career Panel
Center for Teaching and Learning, UAB
Dr. Amy Chatham currently serves as the Director of UAB’s Center for Teaching and Learning, a position that utilizes her deep passion for fostering meaningful learning experiences and prioritizing faculty development. She holds a Doctorate in Health Education and Promotion and an MSPH in International Health. Her work and teaching have focused on enhancing engagement, knowledge, and skills in diverse learning environments. Amy’s decades of teaching experience span various levels of education, from undergraduate and graduate programs to community-based education. Her classroom has been characterized by its inclusivity, fostering an environment where every student’s unique perspective is valued and integrated into the learning process. While serving as the CTL Director, Amy maintains her faculty appointment in the School of Public Health Department of Environmental Health Sciences, where she serves as the Executive Director of the UAB AmeriCorps VISTA Statewide Program and co-leads community-based, CDC-funded research in the Black Belt region of Alabama.
J. Rachel Prado, PhD., Senior Lecturer
Department of Chemistry, AU
Dr. J. Rachel Prado is a Senior Lecturer in the Department of Chemistry and Biochemistry at Auburn University, where she has been teaching since 2019. She received her B.S. and Ph.D. in chemistry from the University of Alabama at Birmingham and completed a teaching postdoc at the University of California, Los Angeles. Dr. Prado specializes in teaching large lecture sections of general and organic chemistry in a flipped classroom style, with a focus on scaffolding and group work to foster a sense of belonging among her students. She is passionate about promoting inclusion and belonging both in and outside of the classroom to help her students build confidence in their STEM abilities. As a Biggio Faculty Fellow, Dr. Prado conducts teaching consultations across campus, working with faculty to improve their teaching practices through evidence-based methods. She also serves as the University Senate Secretary-elect. When she’s not teaching, she enjoys spending time with her husband, three boys, and dog Cooper.
Erin Rowland-Schaefer, PhD., Research Fellow
Department of Biology, MTSU
Erin Rowland-Schaefer is a postdoctoral research fellow at Middle Tennessee State University studying science communication education in biology courses. She received her Ph.D. in Biological Science from Northern Illinois University, where she studied tallgrass prairie small mammals and their responses to land management. During her Ph.D., she discovered a passion for teaching and education research and also led a project developing an issues-based lesson on landscape ecology using the data from her dissertation. She received a NSF STEM-Education Individual Postdoctoral Research Fellowship to work with Dr. Liz Barnes at Middle Tennessee State University. Dr. Rowland-Schaefer’s current research focuses on developing instruments to evaluate students’ value, self-efficacy, knowledge, and skill for science communication to help support the development of trainings in interpersonal science communication. Her long-term research interests lie in incorporating key skills like communication and data literacy into courses using socioscientific issues to enhance biology education and improve students’ engagement and science identity, especially for first year and non-biology major students. Dr. Rowland-Schaefer is an avid hiker and birdwatcher and loves spending her free time with her husband and their three pet snakes.
Michelle Wooten, PhD., Assistant Professor
Department of Physics, UAB
Michelle Wooten, PhD, is an assistant professor of astronomy education at the University of Alabama at Birmingham, where she welcomes the world of astronomy to hundreds of non-science majors every semester. As teaching faculty, Dr. Wooten’s scholarship is focused on community education and engagement in protecting the night sky. To this end, she leads the Campus SHINE Lab at UAB, the organization Starry Skies South, and recently wrote and taught a service-learning course on light pollution mitigation at UAB and beyond.
Sarvani M. Pemmaraju
Department of Mathematics, MTSU
Sarvani Pemmaraju is a doctoral student in Mathematics and Science Education at Middle Tennessee State University. She received her master’s in computer science from Middle Tennessee State University and her bachelor’s from India. As a graduate teaching assistant, she has been teaching mathematics content courses for elementary preservice teachers. She also works for the Mathematics Teacher Education Partnership (MTEP) project as a research Assistant. MTEP, an NSF funded project is a networked improvement community of secondary mathematics teacher preparation programs across the country working collaboratively to redesign secondary mathematics teacher preparation programs. She is currently in the initial stages of working towards her dissertation on mindset interventions for preservice teachers. Before joining her PhD program, Sarvani taught math and computer programming to high school students with learning differences, at two private schools in Nashville. She discovered her love for teaching while working with these students and wanted to learn how to teach better, which inspired her to join this program. In her free time, she enjoys cooking, singing Indian music, and spending time with her husband and two kids.
Thank you to our sponsors:
Submission and Presentation Guidelines
Call for Abstracts – CLOSED
The abstract submission portal, Award Force is now open. We encourage submissions across all STEM education research areas, both traditional and emerging, at any educational level.
Deadlines
S2ERC Abstract Submission Portal is now closed.
Instructions
Summary Sheet “How to Register”
Disclaimer: Creating an account on the Award Force website to submit an abstract does NOT register you for attendance at the Southeastern STEM Education Research Conference. This account is only for submitting your abstract.
Instructions for Submitting Your Abstract
Summary Sheet “How to Register”
- Go to https://mtsuorsp.awardsplatform.com/
- To submit your abstract, you must create an account on the Award Force website by clicking the purple “Continue” button.
Your email and password will be used to log back into the site. If you have submitted to the conference previous conferences, using Award Force you already have an account associated with your email address. If you remember your password, you can login or click “Reset Password,” to gain access to your account.
You MUST go into your email and click on the verification email to continue registering. You will need to click on the link that is in the email and it will take you back to the website. Your account is now verified. - After you have filled out all of the required fields to create an account or logged into your existing account, you will be taken to a portion of the site that looks like this:
- Click “Start Application”
- Here you will use the drop down tab under “Event” and select the Southeastern STEM Education Research Conference. Enter your “Title of Proposal.” Once this is done, you will be able to fill in your name and after and click “Save + Next.”
- As you fill out the application, each time you click “Save + next,” your work to that point is saved to your account. You may begin your application and come back later to complete it without starting over again. Simply log back into your account using the email and password you created.
- After providing all required information including about any co-authors and details about your submission, attach your abstract as a PDF before completing the process by clicking “Submit Application.”
- You have now successfully completed the submission process for Southeastern STEM Education Research Conference 2025 and will be notified when judging is finalized. If you have any questions or problems, please contact the Tennessee STEM Education Center at MTSU at tsec@mtsu.edu or call our office at 615-904-8405.
Abstract Submission Guidelines
Abstracts should be limited to two single spaced pages, not including references.
Include in the abstract:
- Brief overview of the background literature
- The significance of the research
- Research question(s), data analysis procedures, and summary of findings.
Please reference the example format seen below to create your abstract submission. Upload the PDF via the submission link above.
Judging Criteria
Click the image below to view the S2ERC scoring rubric.
Call for Reviewers! – CLOSED
Volunteer to review abstract submissions for the 2025 Southeastern STEM Education Research Conference. Assignments will be reviewed and scored digitally, at your convenience, from the comfort of your home or office. Reviewer enrollment window is now open.
Thank you! Reviewing is an appreciated service and this event simply would not be possible without you!
Poster Presentation Guidelines
The poster size should be 30” x 40” and can be displayed landscape or portrait. Posters should NOT be trifold. Posters will be displayed on tripods, which will be
provided.
Information from the submitted abstracts should be used to guide the content of the poster. Posters should include the research question, data, findings, and other information needed to convey research to others. If abstracts are included on the poster, it should not exceed 200 words in length. Poster text and illustrations should be legible from a few feet away.
We encourage individuals presenting posters to stand at or near their poster during the poster session to facilitate discussion and questions. Posters should convey the research clearly during times the presenter is away.
Oral Presentation Guidelines
Each of the oral presentation sessions are 90 minutes long. There will be three presenters in each session, given 20 minutes to present and 10 minutes for questions and transition to the next speaker.
The overall presentation format is up to the presenter. We will have audio/visual tech capabilities on site.
Event Archives
Meet the Keynote Speaker: Dr. Tessa Andrews
Making the most of active learning: The role of teaching expertise
Dr. Andrews’ interactive address, Making the most of active learning: The role of teaching expertise, will focus on the specialized teaching knowledge that faculty use to plan and carry out active-learning instruction in large classes. Though active-learning instruction can be highly effective at supporting student learning and reducing opportunity gaps, the results instructors achieve vary considerably. Dr. Andrews will present results from a series of published papers and ongoing research. These results reveal teaching knowledge that facilitates effective active-learning instruction and teaching knowledge that may limit the impact of active learning on students.
Bio: Tessa Andrews, PhD, is an Associate Professor of Genetics at the University of Georgia. She specializes in biology education research and aims for her research to inform and support the effective and widespread implementation of evidence-based teaching strategies in undergraduate STEM classrooms. Dr. Andrews studies faculty and the specialized teaching knowledge they use to plan and carry out evidence-based teaching. She also studies the systems in which faculty work, such as departments and institutions, and how these systems can be reformed to better encourage, incentivize, and reward evidence-based teaching. Dr. Andrews’ work has been funded by multiple grants from the National Science Foundation, including a CAREER award. Her contributions as a teacher have been recognized by awards from the Morehead Honors College, University of Georgia, and the University System of Georgia. Dr. Andrews is a Monitoring Editor for CBE-Life Sciences Education and a Working Group Leader for the Accelerating Systemic Change Network. She earned a BS in Psychology, a PhD in Biological Sciences, and a Certificate of College Teaching from Montana State University.
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*All Presenters, Authors and Attendees must register to attend
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January 13-14, 2022 at Middle Tennessee State University in Murfreesboro, TN
The Tennessee STEM Education Center at MTSU is excited to announce that the name of our conference is officially changing this year. For the last 15 years, The Tennessee STEM Education Research Conference has been a place to share research and connect with other researchers in a meaningful way. As the event has grown, so has the geographical reach. At the last conference, in January 2021, we had 24 schools from 11 different states represented. To reflect this and as we expand within the region and beyond, the committee has decided to change the name to the Southeastern STEM Education Research Conference.
We have debated this name change for several years and hope that it will encourage broader participation and help bring new voices, ideas, and research to the table. Thank you for your continued support of STEM education and we look forward to having you join us at the 2022 conference.
The 16th Annual Southeastern STEM Education Research Conference, formerly the Tennessee STEM Education Research Conference, will be held Thursday, January 13-Friday, January 14, 2022 at the Middle Tennessee State University Campus in Murfreesboro, TN. This will be an in-person event.
Also, please be aware that the Call for Proposals will be much earlier this year as to allow more time to prepare posters and presentations. We hope this will make the proposal process go more smoothly and be more convenient for participants. Expect the call to go out this summer instead of in the fall.
The goals of this conference include:
- Share current research questions, methodologies, and findings within disciplinary and interdisciplinary STEM contexts
- Facilitate discussions between researchers and educators
- Promote local, state and national STEM education collaborations and partnerships
- Develop improved teaching methods for STEM topics
- Provide networking opportunities across stakeholder communities
Register for S2ERC
Early Career Panel
We also wanted to draw your attention to the Early Career Panel that will kick off this year’s conference. We are very excited about this brand new event that is being sponsored by East Tennessee State University’s Center of Excellence in STEM Education. One of the priorities of the conference is to be welcoming and beneficial for graduate students and those who are early in their career. The poster session, which will take place on Thursday, January 13, 2022, is a part of the conference that often draws predominately from this category or at least is easily accessible to it. Now, this Early Career Panel will be an additional event that we hope will be a great way to kick off the conference. One of the things we hope to encourage through these events is opportunities to network. We want to bring together people at all different levels of their career so regardless of where you are, please plan to come to the panel and the poster session to support and connect with other researchers.
Research
The Southeastern STEM Education Research Conference (S2ERC) is a primary research dissemination venue for STEM Education researchers and partners. The conference committee defines research as a process of systematic inquiry that entails collection of data; documentation of critical information; and analysis and interpretation of that data/information, in accordance with suitable methodologies set by specific professional fields and academic disciplines. The committee encourages submissions from educational researchers within the individual disciplines of science education, technology education, engineering education, and mathematics education, and is especially interested in submissions from researchers who are working to cross boundaries between STEM disciplines. A goal of the conference is to support interdisciplinary collaboration and to foster integrated STEM education research across the region. We encourage submissions from researchers studying all levels of STEM education, including preK-12 STEM education, undergraduate STEM education, and graduate STEM education. Moreover, the conference is intended as a welcoming environment for feedback and exchange among all levels of STEM education, including early-career educational researchers and graduate students.
Thank You to Our 2022 Sponsors
2022 Conference Committee Members
Dr. Gregory Rushton, Tennessee STEM Education Center at MTSU
Ms. Mandy Singleton (Event Coordinator), Tennessee STEM Education Center at MTSU
Dr. Sarah Bleiler-Baxter, Middle Tennessee State University
Dr. Darek Potter, Oakley STEM Center at Tennessee Tech University
Dr. Holly Anthony, Tennessee Tech University
Mr. Carlos Galindo, Oakley STEM Center at Tennessee Tech University
Dr. Mitzy Erdmann, University of Alabama at Birmingham
Dr. Joe L. March, University of Alabama at Birmingham
Dr. Lynn Liao Hodge, University of Tennessee Knoxville
Dr. Joshua M. Rosenberg, University of Tennessee Knoxville
Dr. Cindy M. Lee, Clemson University
Dr. Anant Godbole, East Tennessee State University
Dr. Deborah McAllister, University of Tennessee Chattanooga
Graduate Student Apprentice: Josh Forakis, University of Alabama at Birmingham
- Address of main parking lot: 1611 Alumni Drive, Murfreesboro, Tennessee 37130
- You can also enter “walker Library MTSU” into most GPS systems to have it navigate you to the Correct parking lot on the MTSU campus
- No parking passes are Necessary Because Classes are not in session. As long as fire lanes, accessible parking, and normal laws, the university will not ticket attendees.
- For those with an accessible parking permit, parking is marked on the map and clearly marked. Please be sure your tag or placard are visible.
- Follow the signs from the parking lot to the building
Keynote Speaker Sponsored by: Mathematics and Science Education Ph.D. Program at MTSU
Title of the Keynote Address: The Impacts of a Foregrounding Equity Research Agenda
Abstract: Dr. Strutchens’ address will focus on the impacts of conducting equity-based research. She will discuss the underpinning themes and theories related to her research. She will also share the major impacts of her and her colleagues’ work on students, teachers, administrators, mathematics teacher educators, mathematicians, parents, and mathematics education as a whole. Furthermore, she will discuss how this work has implications for other STEM fields.
Marilyn Strutchens’ Bio: Marilyn E. Strutchens is an Emily R. and Gerald S. Leischuck Endowed Professor and a Mildred Cheshire Fraley Distinguished Professor of Mathematics Education in the Department of Curriculum and Teaching at Auburn University where teaches graduate and undergraduate courses and serves as the Acting Department Head.
She is the chair of the Advisory Committee for the Directorate for Education and Human Resources or the National Science Foundation. She is a past Advisory Board Member for the AAAS initiative –Stimulating Research and Innovation in STEM Teacher Preservice Education, funded by the NSF Robert Noyce Teacher Scholarships Program. Dr. Strutchens has also served as a Board Member for the National Council of Teachers of Mathematics (NCTM) from 2015 -2018, president of the Association of Mathematics Teacher Educators [AMTE] (2011 –2013) and a member of the Executive Board of Directors for the Conference Board of Mathematical Sciences (2012 – 2014). She received the 2017 Judith Jacobs Lectureship from the AMTE.
Dr. Strutchens has participated in several national initiatives, including the NCTM’s Principles to Actions Toolkits (writing team) and AMTE’s Standards for Preparing Teachers of Mathematics (writing team). She is the leader for the Clinical Experiences Research Action Cluster for the Mathematics Teacher Education-Partnership, a coalition of 100 universities organized by the Association of Public and Land-grant Universities to transform secondary mathematics teacher preparation.
Dr. Strutchens was the Co-PI and co-director of TEAM-Math (Transforming East Alabama Mathematics). TEAM-Math was a National Science Foundation-funded Math and Science Partnership between Auburn University, Tuskegee University, and 14 school districts in East Alabama. She also directed TEAM-Math’s Secondary and Elementary Teacher Leader Academies funded by NSF’s Noyce program, and the TEAM-Math and AMSTI-AU Professional Mathematics Learning Communities Partnership.
A major theme of her work is linking research to practice and practice to research. Her goal has been to conduct research that illuminates what happens in the classroom to effect positive and equitable change. Her work shows the importance of hearing the voices of the key constituents involved in the mathematics education of students and the school, societal, and race/ethnicity factors that influence students’ achievement.
She served as the editor or co-editor for several books including Educating Prospective Secondary Mathematics Teachers, AMTE’s Second Monograph Series, the 2012 special equity issue of the Journal of Mathematics Teacher Education, the National Council of Teachers of Mathematics’ Focus on High School Mathematics: Fostering Reasoning and Sense Making for All Students, and Changing the Faces of Mathematics: Perspectives on African Americans. She has also authored and co-authored numerous book chapters and journal articles.
She has an undergraduate degree in fashion merchandising and a masters’ and Ph.D. in mathematics education from the University of Georgia.
2022 Submissions Are Now Closed
Proposal Submissions are Now Closed
Disclaimer: Creating an account on the AwardForce website to submit an abstract does NOT register you for attendance at the Southeastern STEM Education Research Conference 2022. This account is only for submitting your abstract. Registration to attend the conference will open in October and must be completed by December 31, 2021 by 11:59 pm CST in order to be included in the program and present at the conference should your abstract be accepted.
Instructions for Submitting Your Abstract
- Go to https://mtsuorsp.awardsplatform.com/
- To submit your abstract, you must create an account on the AwardForce website by entering your information in the middle fields as shown below. Your email and password will be used to log back into the site. If you have submitted to the conference previously, for either the 2020 or 2021 conferences, using AwardForce you already have an account associated with your email address. If you remember your password, you can login or click “Reset Password,” to gain access to your account.
- If you created an account, you will see a notification that looks like this:
You MUST go into your email and click on the verification email to continue registering. You will need to click on the link that is in the email and it will take you back to the website. Your account is now verified.
- After you have filled out all of the required fields to create an account or logged into your existing account, you will be taken to a portion of the site that looks like this:
- Click “Start Application”
- Here you will use the drop down tab under “Event” and select the Southeastern STEM Education Research Conference 2022. Enter your “Title of Proposal.” Once this is done, you will be able to fill in your name and after and click “Save + Next.”
- As you fill out the application, each time you click “Save + next,” your work to that point is saved to your account. You may begin your application and come back later to complete it without starting over again. Simply log back into your account using the email and password you created.
- After providing all required information including about any co-authors and details about your submission, attach your abstract as a PDF before completing the process by clicking “Submit Application.”
- You have now successfully completed the submission process for Southeastern STEM Education Research Conference 2022 and will be notified when judging is finalized. If you have any questions or problems, please contact the Tennessee STEM Education Center at MTSU at tsec@mtsu.edu or call our office at 615-904-8573.
Abstract Guidelines
Abstracts should be limited to between 250-500 words, not including references. Include in the abstract a brief overview of the significance of the research, the research question(s), data collected, and a summary of the primary findings.The First Call for Abstracts deadline is Friday, September 17, 2021 by 11:55pm CST. If there are still presentation slots available, a second call will follow.
Abstract Example
The primary goal of professional development programs is to support teachers in increasing student achievement. In many cases, this requires a significant change in how mathematics is taught (Sowder, 2007). In turn, this demands not only a change in teachers’ beliefs (Pajares, 1992) but also a new vision for what mathematics teaching entails (Ball & Cohen, 1999). Unfortunately, professional development often fails to support teachers in making these changes as it does not provide opportunities for teachers to view reform-oriented teaching practices with students similar to their own (Santagata, 2011).
With this limitation of professional development in mind, we designed our professional development project to include demonstration lessons. In demonstration lessons, project participants (who were middle grades mathematics teachers) visited a school site where a fellow participant taught. Within this participant’s classroom, project staff members taught mathematics lessons to the participant’s students while visiting project participants observed the lessons.
Project staff members included mathematics education faculty and graduate students from the university. Through this experience, project participants not only had the opportunity to observe reform-oriented teaching practices but also observed this work with students who were very similar to their own. Project participants attended three demonstration lessons during a single academic year. Recognizing the unique opportunity this provided, we sought to document the impact of these demonstration lessons by gaining insights into the participants’ views. Specifically, the following research questions were posed.
- 1. How does viewing reform-oriented demonstration lessons impact teacher practice as reported by teachers?
- 2. What are teachers’ perceptions of the benefits of demonstration lessons in established classes?
Researchers have indicated that teachers need opportunities to observe reformoriented instruction (Borasi & Fonzi, 2002; Santagata, 2011). Including observations of reform-oriented instruction in professional development programs seems to be a logical means for providing these needed opportunities. The significance of this study rested in its examination of demonstration lessons as a setting for observing reform-oriented instruction and the potential demonstration lessons held as a viable option for supporting teacher learning in professional development.
Five participants were selected for interviews. Interviews consisted of a set of openended questions that primarily focused on the transfer of information from demonstration lessons to the individual classrooms of the teachers. Transcripts of the interviews were analyzed utilizing an open-coding process. Results indicated that observing demonstration lessons provided participants with a vision of reform-oriented instruction that could be transferred into their own classrooms. As a result of these observations, participants reported that they returned to their classrooms with a goal of improving their questioning techniques and supporting their students in thinking deeply about mathematics. Meeting this goal was supported by their use of the demonstration lessons.
References
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.
Borasi, R., & Fonzi, J. (2002). Professional development that supports school mathematics reform. Foundations series of monographs for professionals in science, mathematics, and technology education. Arlington, VA: National Science Foundation.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
Santagata, R. (2011). From teacher noticing to a framework for analyzing and improving classroom lessons. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 152–168). New York: Routledge.
Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 157-224). Charlotte, NC: Information Age Publishing.
Poster Guidelines
The poster size should be 30” x 40” and can be displayed landscape or portrait. Posters should NOT be trifold. Posters will be displayed on tripods which will be provided. You are responsible for having your poster printed and either foam mounted or purchasing a foam board to which you can attach your printed poster.
Information from the submitted abstracts should be used to guide the content of the poster. Posters should include the research question, data, findings, and other information needed to convey research to others. Abstracts on the poster should be 100-200 words in length. Poster text should be legible from a few feet away.
We encourage individuals presenting posters to stand at or near their poster for the duration of the poster session to facilitate discussion and questions. Posters should convey the research clearly during times the presenter is away.
The Poster Session Will be Thursday, January 13, 2022 from 4:30pm-6:00pm