AERA Honorary President Edmund W. Gordon Series—AERA 2024 Annual Meeting
 
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AERA Honorary President Edmund W. Gordon Series

All sessions co-sponsored with the AERA Research and Science Policy Forum. All times are in Eastern Time. 

April 11

Inclusive R&D Infrastructures: Perspective, Context, and Communicentric Bias
Thursday, April 11, 2:30 pm to 4:00 pm
Pennsylvania Convention Center, Level 200 - 202AB

Chair: James L. Moore III (National Science Foundation)
Presenters: Jessica Heppen (American Institutes for Research), Na'ilah Suad Nasir (Spencer Foundation), Roberto J. Rodríguez (U.S. Department of Education), Matthew Soldner (Institute for Educational Sciences)
Participant: Edmund W. Gordon (Teachers College, Columbia University) 

In the rapidly evolving landscape of education research and development (R&D), fostering inclusive infrastructures has emerged as a critical challenge and a strategic imperative. This panel delves into the nuances of creating R&D ecosystems that acknowledge and actively embrace variation in cultural, perspective, and context. Panelists will explore a range of topics, including the importance of integrating variation in perspectives regarding cognition, human development, and disciplinary affordances into R&D infrastructures, and the impact of such approaches on innovation and problem-solving. The session will provide insights into practical approaches for mitigating communicentric bias, facilitating more equitable participation in R&D activities, and ensuring that research outputs are relevant and accessible to a broad spectrum of stakeholders through knowledge mobilization and engagement. Join us for a thought-provoking exploration of how we can collectively build R&D infrastructures that are truly inclusive, thereby enhancing the societal relevance and impact of our research endeavors.

April 12

Toward a Research & Development Roadmap: Artificial Intelligence, Advanced Analytics, and Assessment in the Service of Learning
Friday, April 12, 3:05 pm to 4:35 pm
Pennsylvania Convention Center, Level 200 - Room 202AB

Moderator: Eric Tucker (Gordon Commission Study Group)
Presenters: LaVerne Evans Srinivasan (Carnegie Corporation of New York), E. Wyatt Gordon (Pearson VUE), Gabriela Lopez (Chan Zuckerberg Initiative), Jamie Olson McKee (Bill and Melinda Gates Foundation), James L. Moore III (National Science Foundation)
Participant: Edmund W. Gordon (Teachers College, Columbia University) 

There is widespread agreement about our nation’s need for new and more effective measurement and assessment systems that enhance learning, thriving, and improvement. Achieving such breakthroughs requires ambitious investments that advance actionable insights, context- and condition-sensitive measures, and approaches that leverage emerging technologies. The public sector tends to emphasize scientific soundness, efficacy, public utility functions, and bedrock investments in the learning, measurement, and improvement sciences. The philanthropic and private sectors often emphasize usefulness, user experience, and transforming evidence-based insights into scaled impact. Productive coordination amongst leading public- and philanthropic-sector investors is vital to ensuring the educational and societal advantages of R&D to accelerate the development of solutions that serve and enhance teaching and learning practices. This discussion asks how might we advance the best of assessment, data, and artificial intelligence practice and technology and generate recommendations to better meet the needs of students, families, educators, and society?

April 13

Historically Black Colleges and Universities (HBCUs), Minority Serving Institutions (MSIs), and Tribal Colleges and Universities (TCUs) Research Infrastructures & STEM Talent Systems
Saturday, April 13, 3:05 pm to 4:35 pm
Pennsylvania Convention Center, Level 200 - Room 202AB

Chair: Brenda Allen (Lincoln University of Pennsylvania)
Presenters: M. C. Brown (Thurgood Marshall College Fund), Anne Marie Núñez (The University of Texas at El Paso), Timothy E. Sams (SUNY Old Westbury)
Participants: Edmund W. Gordon (Teachers College, Columbia University) 

Developing a strong capacity in Historically Black Colleges and Universities (HBCU’s), Minority Serving Institutions (MSIs), and Tribal Colleges and Universities (TCUs) to engage in research and knowledge production in the education and social science can enable strong alignment of the educational mission and purpose of these critical institutions within the K-12 ecosystem. This panel will explore an interconnected, varied, and broadly applicable set of approaches to ensure education R&D is more effective and responsive to the needs of all learners by expanding funding and supports to a wider array of institutions and researchers, growing a more diverse pipeline of R&D professionals, and better incorporating a broader range of communities’ assets, needs, expertise, and perspectives. Expanding and strengthening the role HBCUs, MSIs, and TCUs play education R&D ecosystem is a critical, long-term project—as is building, strengthening, and sustaining the institutional and human capacity necessary to take full advantage of new opportunities.

April 14

Forty Years of Triple Quandary, Taking Stock and Looking Forward
Sunday, April 14, 3:05 pm to 4:35 pm
Pennsylvania Convention Center, Level 200 - Room 202AB

Moderator: Robert Sellers (University of Michigan)
Discussant: Claude Steele (Stanford University), R. Davis Dixon (Howard University)
Presenters: Brenda Allen (Lincoln University), C. Malik Boykin (Brown University), Eric A. Hurley (Pomona College), Carol D. Lee (Northwestern University), Edmund W. Gordon (Teachers College, Columbia University) 

Since its’ editorial debut in 1983, The Triple Quandary Framework, initially conceptualized to describe the tripartite psychological experience of Black students within the context of educational systems across the United States, continues to gain extensive research support from lab-based and field studies. It’s broad and overarching reach includes adaptations that lend descriptive power to the experiences of a diversity of students from marginalized backgrounds and people of color from four continents. This panel, featuring scholars across the academic lifespan, seeks to consider the impact of 40 years of A. Wade Boykin’s Triple Quandary Framework through the lens of supporting studies to identify both challenges and opportunities for future directions in education research.