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   Kim, YJ; Metcalf, S; Scianna, J; Perez, G; Gagnon, D (January 2022, Asia-Pacific Society for Computers in Education (APSCE))

   In this work-in-progress poster, we will present how a team including game designers, learning scientists,and assessment scientists collaborated on an online adventure game, Aqualab, with the goal of creating a comprehensive long-format game that can be used across multiple classroom sessions to support development science inquiry practices as well as assess different learning pathways within the game. In this work-in-progress poster, we discuss how the team approached design and development of the game to ensure validity of the game, and how we are planning to further investigate validity evidence of the gameas a whole. 

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2. Co-Designing an AI Curriculum with University Researchers and Middle School Teachers

   https://doi.org/10.1145/3545947.3576253  

   Gardner-McCune, Christina; Touretzky, David; Cox, Bryan; Uchidiuno, Judith; Jimenez, Yerika; Bentley, Betia; Hanna, William; Jones, Amber (March 2023, SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2)

   Over the past year, our AI4GA team of university faculty and middle school teachers have co-designed a middle school AI curriculum. In this poster we share how we used co-design both as a tool for collaboratively developing engaging AI activities and as a mechanism for mutual professional development. We explain our co-design process, give examples of curriculum materials provided to teachers, and showcase several teacher-created activities. We believe this approach to curriculum development centers the lived experiences of teachers and leverages the knowledge and expertise of university researchers to create high quality and engaging AI learning experiences for K-12 students. 

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3. Towards an Adaptable Curriculum-Driven Block-based Learning Environment

   https://doi.org/10.1145/3545947.3576357  

   Gardner-McCune, Christina; Jimenez, Yerika; Magda, David; Kulkarni, Abhishek; Chu, Sharon (March 2022, SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education)

   Over the past year, our AI4GA team of university faculty and middle school teachers have co-designed a middle school AI curriculum. In this poster we share how we used co-design both as a tool for collaboratively developing engaging AI activities and as a mechanism for mutual professional development. We explain our co-design process, give examples of curriculum materials provided to teachers, and showcase several teacher-created activities. We believe this approach to curriculum development centers the lived experiences of teachers and leverages the knowledge and expertise of university researchers to create high quality and engaging AI learning experiences for K-12 students. 

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4. Decentering and Interconnecting as Key Practices for Change Agency Leadership in Teaching focused Professional Development for College Mathematics Instructors

   Hauk, S; Speer, N (September 2024, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S; Katz, B; Moore-Russo, D (Ed.)

   In this poster we illustrate how stewardship, a particular kind of leadership, in the complex system of mathematics instructional development requires decentering and interconnecting. This theory development for professional growth of faculty agents for change expands on earlier work describing how instructional practices used by providers of teaching-focused professional development in seminars about teaching (for graduate students) could be beneficial both for learning high-powered approaches to teaching of undergraduate mathematics and for building a foundation for future change-agent work. Here we move one level up and present an analogous argument about practices for stewards who are teaching about teaching about teaching. The poster illustrates the multilevel system with an expanded model that incorporates learning objectives for provider professional learning and the instructional practices of such professional learning in ways that showcase (and teach about) decentering and interconnecting. 

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5. Leveraging Mixed Reality and the Three Apprenticeships Model to Facilitate & Assess Authentic Learning Experiences for Civil Engineering Students

   https://doi.org/10.1109/FIE44824.2020.9274289  

   Perry, Logan; London, Jeremi; Wu, Wei; Ayer, Steven; Smith, Kieren; Patil, Karan (October 2020, 2020 IEEE Frontiers in Education Conference (FIE))

   null (Ed.)

   This work-in-progress paper presents highlights from a multi-year study aiming to develop and assess the impact of a mixed reality experience that sufficiently replicates the learning civil engineering students experience during a physical design and construction task. Human Centered Design principles and tenets of the Carnegie Foundation's Three Apprenticeships Model (i.e., learning related to "Head", "Hand", and "Heart") inform the project design, development, and assessments. The development of heart-focused assessments is one focus during the second year in this three-year project. This paper includes a brief overview of the project progress, in general, along with preliminary findings regarding the instrument development. It summarizes the results of a pilot study, including an item analysis of the survey responses. These findings offer preliminary evidence for the content validity and substantive validity of the instrument. Next steps and implications for the engineering education community are also discussed. 

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