Graduate

This series of short videos by CADRE share STEM education research takeaways for practice.

This video podcast features CADRE co-PIs Ilana Horn and Terrell Morton offer insights into aspects of NSF's DRK-12 project and proposal development, proposal review, and project management: Post Panel Pop-off (2022), Responding to Rejection (2022), If I Knew Then, What I Know Now (2023), Managing Your NSF Budget (2024), and Developing and Managing a Budget (2024).

This website describes a set of discussion-leading strategies to help students as they learn Scientific Reasoning Practices for Modeling. In addition to general strategies for fostering student participation in whole-class discussions, this site presents many specific strategies to foster modeling practices and deeper conceptual understanding of content through discussions. Thus it is focused on promoting both process (thinking skill) goals and content goals at the same time.

CADRE has compiled tips from DRK-12 awardees on building partnerships, acknowledging context and history, nurturing relationships and the work, and adapting to change.

This study concerns the cognitive process of mathematical problem posing, conceptualized in three stages: understanding the task, constructing the problem, and expressing the problem. We used the eye tracker and think-aloud methods to deeply explore students’ behavior in these three stages of problem posing, especially focusing on investigating the influence of task situation format and mathematical maturity on students’ thinking.

This qualitative study examines how a group of undergraduate and graduate students in an upper-level ecosystem ecology course at a research university in the southeastern part of the United States engage in a task that requires constructing an abstract representation of how biogeochemical cycles work by using a specific approach to modelling, namely synthesis modelling.

The lack of formal training in peer review can be detrimental to the publishing activities of early career researchers, including graduate students and postdoctoral fellows. Lack of recognition of the work of early career researchers (ECRs) in review means that journals cannot easily identify them as potential reviewers in the future. Participation as peer-reviewers increases understanding in early career researchers of their own writing and review process. ECRs can be highly motivated to volunteer for journal editorial work—Journal of Emerging Investigators encourages this by offering many different roles. Publishers that utilize and train early career researchers as peer-reviewers can prevent poor reviewer practices.

The CADRE Learning Series was designed to provide targeted support for STEM education researchers on topics of DRK-12 needs and interests. The learning series has covered the topics of professional development and case study design.