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1. “I Understand Their Frustrations a Little Bit Better”: Elementary Teachers’ Affective Stances in Engineering in an Online Learning Program

   https://doi.org/10.18260/1-2--33969  

   Portsmore, Merredith ; Watkins, Jessica ; Swanson, Rebecca ( January 2020 , ASEE annual conference)

   As K-12 engineering education becomes more ubiquitous in the U.S, increased attention has been paid to preparing the heterogeneous group of in-service teachers who have taken on the challenge of teaching engineering. Standards have emerged for professional development along with research on teacher learning in engineering that call for teachers to facilitate and support engineering learning environments. Given that many teachers may not have experienced engineering practice calls have been made to engage teaches K-12 teachers in the “doing” of engineering as part of their preparation. However, there is a need for research studying more specific nature of the “doing” and the instructional implications for engaging teachers in “doing” engineering. In general, to date, limited time and constrained resources necessitate that many professional development programs for K-12 teachers to engage participants in the same engineering activities they will enact with their students. While this approach supports teachers’ familiarity with curriculum and ability to anticipate students’ ideas, there is reason to believe that these experiences may not be authentic enough to support teachers in developing a rich understanding of the “doing” of engineering. K-12 teachers are often familiar with the materials and curricular solutions, given their experiences as adults, which means that engaging in the same tasks as their students may not be challenging enough to develop their understandings about engineering. This can then be consequential for their pedagogy: In our prior work, we found that teachers’ linear conceptions of the engineering design process can limit them from recognizing and supporting student engagement in productive design practices. Research on the development of engineering design practices with adults in undergraduate and professional engineering settings has shown significant differences in how adults approach and understand problems. Therefore, we conjectured that engaging teachers in more rigorous engineering challenges designed for adult engineering novices would more readily support their developing rich understandings of the ways in which professional engineers move through the design process. We term this approach meaningful engineering for teachers, and it is informed by work in science education that highlights the importance of learning environments creating a need for learners to develop and engage in disciplinary practices. We explored this approach to teachers’ professional learning experiences in doing engineering in an online graduate program for in-service teachers in engineering education at Tufts University entitled the Teacher Engineering Education Program (teep.tufts.edu). In this exploratory study, we asked: 1. How did teachers respond to engaging in meaningful engineering for teachers in the TEEP program? 2. What did teachers identify as important things they learned about engineering content and pedagogy? This paper focuses on one theme that emerged from teachers’ reflections. Our analysis found that teachers reported that meaningful engineering supported their development of epistemic empathy (“the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity”) as a result of their own affective experiences in doing engineering that required significant iteration as well as using novel robotic materials. We consider how epistemic empathy may be an important aspect of teacher learning in K-12 engineering education and the potential implications for designing engineering teacher education. 

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2. Meeting at the crossroads: An environmental justice framework for large carnivore reintroductions and recoveries

   https://doi.org/10.1525/elementa.2020.00172  

   Alex McInturff, Clare E. ( January 2021 , Elementa)

   As global environmental changes continue to accelerate, research and practice in the field of conservation biology may be essential to help forestall precipitous declines in the earth’s ability to sustain a diversity of life. However, many conservation programs have faced scrutiny for the social injustices they create, especially within the paradigm of demarcating protected lands. Currently, a new conservation paradigm emphasizing landscapes shared by people and wildlife is emerging, and with it, an opportunity to ensure that justice for both human and beyond-human groups is given consideration. Here, we examine a practice emblematic of this new conservation paradigm, the reintroduction and recovery of large carnivore species, and draw from theories in environmental justice to detail the many forms of justice at stake in these efforts. Our analysis shows that a pluralistic application of justice is required to ensure that new conservation practices do not produce and reproduce injustices for people. In addition, we show that the success of these emerging programs in meeting their conservation goals in fact depends on meaningfully addressing a range of justice concerns. By developing this framework, we also identify domains in which environmental justice scholarship can expand its scope. To this end, we introduce the novel concept of affective environmental justice, which describes the complex role of emotions as environmental harms, as disruptors of understanding other forms of justice, and as links between logics of oppression. Our framework offers a comprehensive resource to work through in planning and implementing large carnivore reintroduction and recovery programs, and we conclude by describing the challenges and opportunities for further aligning conservation and environmental justice in research and practice. 

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3. Building a Networked Improvement Community: Lessons in Organizing to Promote Diversity, Equity, and Inclusion in Science, Technology, Engineering, and Mathematics

   https://doi.org/10.3389/fpsyg.2021.732347  

   Noble, Chelsea E. ; Amey, Marilyn J. ; Colón, Luis A. ; Conroy, Jacqueline ; De Cheke Qualls, Anna ; Deonauth, Kamla ; Franke, Jeffrey ; Gardner, Alex ; Goldberg, Bennett ; Harding, Thelma ; et al ( November 2021 , Frontiers in Psychology)

   null (Ed.)

   In 2016, 10 universities launched a Networked Improvement Community (NIC) aimed at increasing the number of scholars from Alliances for Graduate Education and the Professoriate (AGEP) populations entering science, technology, engineering, and mathematics (STEM) faculty careers. NICs bring together stakeholders focused on a common goal to accelerate innovation through structured, ongoing intervention development, implementation, and refinement. We theorized a NIC organizational structure would aid understandings of a complex problem in different contexts and accelerate opportunities to develop and improve interventions to address the problem. A distinctive feature of this NIC is its diverse institutional composition of public and private, predominantly white institutions, a historically Black university, a Hispanic-serving institution, and land grant institutions located across eight states and Washington, DC, United States. NIC members hold different positions within their institutions and have access to varied levers of change. Among the many lessons learned through this community case study, analyzing and addressing failed strategies is as equally important to a healthy NIC as is sharing learning from successful interventions. We initially relied on pre-existing relationships and assumptions about how we would work together, rather than making explicit how the NIC would develop, establish norms, understand common processes, and manage changing relationships. We had varied understandings of the depth of campus differences, sometimes resulting in frustrations about the disparate progress on goals. NIC structures require significant engagement with the group, often more intensive than traditional multi-institution organizational structures. They require time to develop and ongoing maintenance in order to advance the work. We continue to reevaluate our model for leadership, climate, diversity, conflict resolution, engagement, decision-making, roles, and data, leading to increased investment in the success of all NIC institutions. Our NIC has evolved from the traditional NIC model to become the Center for the Integration of Research, Teaching and Learning (CIRTL) AGEP NIC model with five key characteristics: (1) A well-specified aim, (2) An understanding of systems, including a variety of contexts and different organizations, (3) A culture and practice of shared leadership and inclusivity, (4) The use of data reflecting different institutional contexts, and (5) The ability to accelerate infrastructure and interventions. We conclude with recommendations for those considering developing a NIC to promote diversity, equity, and inclusion efforts. 

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4. Change in Pictures: Creating best practices in archiving ecological imagery for reuse

   https://doi.org/10.3897/biss.4.59082  

   Gries, Corinna ; Beaulieu, Stace ; Brown, Renée ; Gastil-Buhl, Gastil ; Elmendorf, Sarah ; Hsieh, Hsun-Yi ; Kui, Li ; Maurer, Greg ; Porter, John ( September 2020 , Biodiversity Information Science and Standards)

   The research data repository of the Environmental Data Initiative (EDI) is building on over 30 years of data curation research and experience in the National Science Foundation-funded US Long-Term Ecological Research (LTER) Network. It provides mature functionalities, well established workflows, and now publishes all ‘long-tail’ environmental data. High quality scientific metadata are enforced through automatic checks against community developed rules and the Ecological Metadata Language (EML) standard. Although the EDI repository is far along in making its data findable, accessible, interoperable, and reusable (FAIR), representatives from EDI and the LTER are developing best practices for the edge cases in environmental data publishing. One of these is the vast amount of imagery taken in the context of ecological research, ranging from wildlife camera traps to plankton imaging systems to aerial photography. Many images are used in biodiversity research for community analyses (e.g., individual counts, species cover, biovolume, productivity), while others are taken to study animal behavior and landscape-level change. Some examples from the LTER Network include: using photos of a heron colony to measure provisioning rates for chicks (Clarkson and Erwin 2018) or identifying changes in plant cover and functional type through time (Peters et al. 2020). Multi-spectral images are employed to identify prairie species. Underwater photo quads are used to monitor changes in benthic biodiversity (Edmunds 2015). Sosik et al. (2020) used a continuous Imaging FlowCytobot to identify and measure phyto- and microzooplankton. Cameras at McMurdo Dry Valleys assess snow and ice cover on Antarctic lakes allowing estimation of primary production (Myers 2019). It has been standard practice to publish numerical data extracted from images in EDI; however, the supporting imagery generally has not been made publicly available. Our goal in developing best practices for documenting and archiving these images is for them to be discovered and re-used. Our examples demonstrate several issues. The research questions, and hence, the image subjects are variable. Images frequently come in logical sets of time series. The size of such sets can be large and only some images may be contributed to a dedicated specialized repository. Finally, these images are taken in a larger monitoring context where many other environmental data are collected at the same time and location. Currently, a typical approach to publishing image data in EDI are packages containing compressed (ZIP or tar) files with the images, a directory manifest with additional image-specific metadata, and a package-level EML metadata file. Images in the compressed archive may be organized within directories with filenames corresponding to treatments, locations, time periods, individuals, or other grouping attributes. Additionally, the directory manifest table has columns for each attribute. Package-level metadata include standard coverage elements (e.g., date, time, location) and sampling methods. This approach of archiving logical ‘sets’ of images reduces the effort of providing metadata for each image when most information would be repeated, but at the expense of not making every image individually searchable. The latter may be overcome if the provided manifest contains standard metadata that would allow searching and automatic integration with other images. 

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5. Evaluating a High School Engineering Community of Practice: The Perspective of University Liaisons (Evaluation)

   Schill, S. A. ; Klein-Gardner, S. S. ( June 2023 , 2023 ASEE Annual Conference & Exposition)

   Introduction Despite years of research and practice, there remains a need to broaden participation in engineering. The NSF-funded research study [PROGRAM] addresses this issue by providing engineering curricula and professional development for high school teachers. [PROGRAM] also engages in building and maintaining a Community of Practice (CoP). The CoP model allows for strategic partnerships to create lasting connections between high schools and various community partners. Community partners include stakeholders such as school counselors, school administrators, district officials, parents, university liaisons, community liaisons, and industry representatives that cultivate a local ecosystem to support students and teachers in this pre-college engineering education initiative. Since the roles and responsibilities of community partners vary, this paper focuses on one type of partner: university liaisons. Within the CoP, university liaisons voluntarily commit their knowledge and expertise to support high school teachers during professional development and curriculum implementation. Each liaison typically supports up to two high schools. Liaisons also engage with each other via Slack, an online communication platform. Objective Our paper examines how university liaisons engage with the CoP in [PROGRAM]. The goals of this study are to: 1) Capture aspects that are currently viewed as exciting or challenging for university liaisons, and 2) Understand ways in which [PROGAM] could facilitate further involvement of these university liaisons in the CoP. Methods After obtaining IRB approval, we conducted virtual focus groups with five liaisons from distinct universities who work with eight [PROGAM] schools. Two focus groups averaged 60 minutes long; liaisons discussed their relationships with their partner high schools, resources through [PROGRAM], and education and outreach at their universities. The semi-structured format of the focus groups allowed liaisons to respond to each other and elaborate on their thoughts in a casual atmosphere. The focus groups were recorded and two coders are currently analyzing the transcripts. Results Analysis is ongoing. Initial findings suggest that university liaisons enjoy the experience of engaging with high school teachers and students, especially when they can bring students to campus and share their institutions’ engineering programs. As a proposed program change, liaisons are interested in more structure to the CoP. For example, high school teachers currently meet virtually as small groups for scheduled check-ins; university liaisons expressed interest in a similar monthly meeting to discuss their experiences and share resources and recommendations with other liaisons. Conclusions This paper evaluated the perceived experience of university liaisons in a CoP within [PROGRAM]. Findings provide direction on the best way to support current and future liaisons. These results may also be applicable to other programs that aim to cultivate lasting relationships between K-12 educators and postsecondary institutions. 

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