skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Pedagogical Training for Graduate Students: Applications in Academia and Beyond
The ISEE PDP program offers vital support to graduate students that is often missing in the U.S. doctoral training tradition. This panel will explore some of the advantages and uses of the ISEE methodology in a variety of educational and also professional settings. First, we explore the relationships between learner identities and outcomes, including the benefits of “facilitation for equity” in the classroom, to facilitate research discussions, and beyond. Second, the paper delves into “backward design” as a method for establishing learning outcomes, curricular plans, and translating theory into practice. Finally, we discuss how ISEE concepts can help all learners of all ages and backgrounds to navigate their career goals and vision, including teaching educators and researchers how to use goal-oriented curricular development. While each vignette approaches the subject from different angles and professions, the structured planning and theory behind curricular design holds true across a variety of settings.  more » « less
Award ID(s):
1743117
PAR ID:
10387828
Author(s) / Creator(s):
; ; ;
Editor(s):
Seagroves, Scott; Barnes, Austin; Metevier, Anne; Porter, Jason; Hunter, Lisa
Publisher / Repository:
Institute for Scientist & Engineer Educators (ISEE)
Date Published:
Page Range / eLocation ID:
429-436
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, Institute for Scientist & Engineer Educators (ISEE))
    Seagroves, Scott; Barnes, Austin; Metevier, Anne; Porter, Jason; Hunter, Lisa (Ed.)
    In this paper, we explore how core principles of the mentoring training offered by the Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP) have been adopted by PDP alumni and applied in different contexts. The core themes of the mentoring work conducted by ISEE, which are Inquiry, Equity & Inclusion, and Assessment, form an extensible basis for PDP participants to use as they develop their own mentoring programs. The panel/paper is structured to briefly identify core components of mentoring in the PDP model and then discuss how former PDP participants have applied these in a variety of other venues. With the goal of broadening access & persistence in STEM, the PDP emphasized: the role of ownership and agency, the practice of explanations, the creation of opportunities for recognition, providing formative assessment, and a recognition of and introduction to STEM culture. The PDP has had a unique way of “staying with” participants and provided a framework for mentoring in other modalities including: peer-to-peer, informal, and in the development of new formal programs. These offshoots include key PDP ideas such as: providing support for belonging in STEM, placing value on teaching, promoting adaptability and cultural relevance, and a “training the trainers” modality of mentorship. The panelists will provide examples from programs for undergraduate students, graduate students, teaching professionals, and faculty. The session also provided opportunities for attendees to share their experiences and take-away lessons from the PDP model of mentoring and some of the panel feedback is included in this paper. The ISEE community has a shared vocabulary, toolset, and ethos that continues to inform alumni mentoring since the inception of the PDP. 
    more » « less
  2. ; ; (, Journal of Pre-College Engineering Education Research (J-PEER))
    Senay Purzer (Ed.)
    Socially engaged engineering provides for student learning of the design, analysis, and practices of engineering as well as the ways that engineering is situated in sociocultural contexts. This paper provides a conceptual framework regarding socially engaged engineering for K-8 educators, researchers, and curriculum designers. The framework identifies ways to support youth learning of engineering and considerations of technical, social, environmental, and ethical dimensions of engineering. As engineering enters K-8 educational settings, it is important to introduce the discipline in equity-oriented ways. We draw from the field of engineering for social justice to build this framework for examining engineering at the macro-, meso-, and microscales. Situating engineering in sociocultural contexts can be motivating to learners and provide perspectives on the nature of engineering. Our framework was concurrently designed with Youth Engineering Solutions (YES; https://YouthEngineeringSolutions.org) curricular units. To test the applicability of our principles, we applied them to K-8 YES curricula for school and out-of-school environments. Through the coevolution of principles and curricular materials, we developed age-appropriate learning objectives for three levels—lower elementary, upper elementary, and middle school. This paper shares the principles and progression, showing worked examples from curricula to demonstrate how the principles translate into curricular resources. We discuss constraints to the implementation of socially engaged engineering curricula, including those imposed in educational settings and the ideological assumptions about science, engineering, and STEM disciplines. 
    more » « less
  3. ; ; ; ; ; (, Astronomical Society of the Pacific)
    Schultz, Greg; Barnes, Jonathan; Shore, Linda (Ed.)
    Growing Mathletes is an NSF-funded program that is developing a curricular model to successfully integrate growth mindset principles, baseball, and math and science concepts for youth in grades 3 to 8 in out of school learning settings. Using a Design-Based Implementation Research framework for implementing, testing, and revising a curriculum and professional learning model, we are working on best practices to support youth learning and confidence as well as facilitator training and support in both afterschool and summer programs. We present youth outcomes as evidence of successes in how the program has integrated growth mindset with other content as a way to support youth’s productive mindset in their own learning along with content gains. 
    more » « less
  4. (, Advances in engineering education)
    null (Ed.)
    Prior research indicates that empathy can help engineers achieve better outcomes in team-based, design, entrepreneurial, and humanitarian environments. We describe an educational innovation designed to teach engineering students empathic communication skills. Written in the spirit of a propagation (versus dissemination) paradigm, we focus on how the original innovation was adapted to fit into two instructional settings that differed from the first implementation context. We use first person instructor accounts to describe these adaptation processes, including interactions between the developers and the adopters of the innovation, what modifications were necessary to “fit” the innovation into the new settings, and adopter experiences. We conclude with a brief discussion of particularly salient propagation considerations that emerged for the two adopters including, for example, the amount of instructional time available for implementing the empathic communication exercises, and how to achieve student buy-in in different course settings. The two main contributions of this paper are, first, the rich descriptions of how features of the original educational innovation had to be modified to meet the two other settings’ pedagogical goals and, second, an example of how to advance scholarship that supports the propagation of engineering education teaching and learning innovations. 
    more » « less
  5. ; ; ; ; ; (, Journal of Special Education Technology)
    In this study, we evaluate the impact of a game-based supplemental fraction curriculum on student engagement, fraction knowledge, and STEM interest in inclusive elementary mathematics classrooms. Utilizing a robust experimental design, the research explores how a game-based interventions can augment traditional fraction instruction and promote STEM interest among students, including those with disabilities. The curriculum, grounded in Scheme Theory and Learning Trajectories, significantly improved students’ fraction understanding and STEM interest. These findings highlight the potential of integrating game-based learning into mathematics education to address foundational STEM concepts and advocate for further research to explore scalability and broader applicability. The results of the study underscore the potential of innovative educational strategies to enhance learning outcomes and fostering interest in STEM careers among diverse student populations. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email