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1. Classifying curricular reasoning: Ways for capturing teachers’ curricular decision

   Dingman, Shannon; Teuscher, Dawn; Olson, Travis; Roth_McDuffie, Amy (October 2023, Proceedings for the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, T; Moss, D (Ed.)

   Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed. 

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2. Classifying curricular reasoning: Ways for capturing teachers’ curricular decisions.

   Dingman, S; Teuscher, D; Olson, T; Roth_McDuffie, A (October 2023, PME-NA)

   Lamberg, T; Moss, D (Ed.)

   Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed. 

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3. Classifying Curricular Reasoning: Ways for Capturing Teachers' Curricular Decisions

   Dingman, S; Teuscher, D; Olson, T; Roth-McDuffie, A (October 2023, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
4. EmPOWERing a Sustainable Energy Future through Interconnected Curricular and Co-Curricular Pedagogies

   Bielicki, Jeffrey M; Weng, Yun-Han; Creamer, Emily T; Mayhew, Matthew J (May 2024, Proceedings of the 2024 Annual American Society of Engineering Education Research and Exposition Conference)

   In 2019, a National Research Traineeship (NRT) grant from the U.S. National Science Foundation seeded the establishment of a new model for graduate education at Ohio State University – a large, public, land-grant R-1 university in the U.S. Midwest. This grant application involved faculty from eight different colleges within this university (education; engineering; public affairs; arts and sciences; food, agriculture, and environmental sciences; business; law). The Ohio State EmPOWERment Program in convergent graduate training for a sustainable energy future enrolls Ph.D. students studying any aspect of energy from degree programs any college in Ohio State and engages them in several curricular and co-curricular elements that are designed to dovetail with their Ph.D. degree program requirements in ways that do not extend their time to graduate. The Ohio State EmPOWERment Program established at Ohio State an energy Student Community of Practice and Engagement (SCOPE), a Graduate Interdisciplinary Specialization (GIS), and an undergraduate Research in Sustainable Energy (RISE) summer research experience. Over time a JOULE energy seminar series (JOULE) was added to elevate intellectual engagement in for trainees in The Ohio State EmPOWERment Program and broaden their engagement with researchers across this university. This paper investigates the development and accentuation of innovation capacities of Ph.D. trainees in The Ohio State EmPOWERment Program relative to other Ph.D. students who enrolled in science, technology, engineering, and math (STEM) disciplines at Ohio State and did not participate in the Ohio State EmPOWERment Program. This work considers three different constructs for each of three scales (i.e., Interpersonal, Intrapersonal, Cognitive). Of the nine different constructs, six pass assumption tests and pre-test scores for innovation self-concept, proactivity, social networking, risk-taking or tolerance, creative capacity, and intention to innovate are significant predictors of post-test capacities. Overall, participating in The Ohio State EmPOWERment Program appears to be beneficial and may increase innovation self-concept, proactivity, creative, and intention to innovate capacities. 

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5. Targeted Curricular and Co-Curricular Activities and Identity Development Across Two Projects Supporting Diverse STEM Undergraduates

   https://doi.org/10.3102/2010586  

   Brobst, J.A.; Litzler, E.; Alqudah, S.; Barber, R.; Davishahl, J.; Fizzano, P.; Hartenstine, D.; Klein, A. (January 2023, American Educational Research Association)