AERA Holds Undergraduate Student Workshop at Annual Meeting
AERA Holds Undergraduate Student Workshop at Annual Meeting
 
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May 2023

AERA hosted 25 promising students at its Undergraduate Student Education Research Training Workshop, April 13-15, during the place-based component of the 2023 Annual Meeting in Chicago. The workshop convened undergraduate students who are conducting education research and who have an interest in pursuing careers as researchers, faculty members, or other professionals engaged in advancing knowledge in the field. Selected through a highly competitive application, participants represented some of the strongest undergraduate students conducting education research.

The workshop, first held in 2009, is designed to build the talent pool of undergraduate students who plan to pursue doctoral degrees in education research or in disciplines and fields that examine education and learning from early childhood to workforce participation.

The workshop consisted of dynamic lectures and activities led by senior scholars and researchers. Sessions focused on topics in research methods, such as using learning analytics and statistical techniques in STEM learning and education, and using qualitative research methods to examine education policy and to conduct education research in diverse communities. During the workshop, participants received career development advice from senior scholars and had opportunities to network with graduate students, faculty members, and other researchers attending the Annual Meeting.

Participants also presented their research at a poster session at the conference, providing them with the opportunity to receive feedback on their work from the education research community.

Their research covered a broad range of topics, including children and youth, school and schooling issues, history of education, higher education, education policy, and STEM education. Many of the studies focused on education research topics across race, gender, and class.

The workshop reflects AERA’s commitment to develop new researchers and to build research capacity among the next generation of scholars.

“We are pleased to offer this research and training opportunity to undergraduate students at the Annual Meeting” said George L. Wimberly, AERA Director of Professional Development and Workshop chair.  “These undergraduate students are doing rigorous scientific research that is on par with many graduate students. We are pleased to support their work and career development.”

The students' poster presentations are currently accessible on AERA i-Presentation Gallery to those who are registered for the Annual Meeting. This fall, AERA will begin accepting proposals for the 2024 Undergraduate Workshop planned for the 2024 Annual Meeting in Philadelphia.  Please direct any questions to fellowships@aera.net.

Group photo of workshop participants and George L. Wimberly (pictured top right)

2023 Undergraduate Student Education Research Training Workshop Participants

First Name

Last Name

Institution

Study Title

Callie

Avondet

University of Utah

“Resignation is an Unacceptable Solution”: Black Faculty and Staff Participation in the Black Campus Movement at the University of Utah

Lydia

Butters

University of Northern Iowa

Data Science Curriculum for Preservice Secondary Mathematics Teachers

Marina

Campbell

Thomas Jefferson University

Can cognitive load teachers put on students affect learning opportunities?

Jocelyn

Chavez-Diaz

California State University, Monterey Bay

(Re)Creating Latinx Indigenous Identity: Transnational Saraguro Youth Living in Rural Wisconsin

Psalm

Delaney

Colorado College

Effective Intervention: Perspectives of Title I elementary school stakeholders on most significant
inhibiting factors to effective literacy interventions

Xuan

Dinh

Portland State University

The Moderating Influence of Ninth-Grade Teachers’ Approach to Ability Grouping on Immigrant Students’ Sense of School Belonging

Alysson

Farris

Stanford University

Estimating the impact of special education placement on early literacy outcomes

Claudia

Garcia-Aguilera

Oregon State University

Consequences of Internalized Racism for Latinx College Students

Brianna

Gonzalez

University of California Irvine

Understanding the Association Between First-Generation Students Status and Motivations to Major in Biology

Lindsay

Hann

North Carolina State University

Developing an Equitable Talent Pipeline for Educational Researchers

Rebecca

Jacobson

Villanova University

Foregrounding Disability: Identifying Factors that Promote or Inhibit Disability-Related Discussion in Secondary English Language Arts Classrooms 

Emily

Johnson

The Ohio State University

Conversations About College with School and Non-School Actors:
Socioeconomic Gaps in Both Contexts

Allan

Lee

University of Pennsylvania

The Effects of Food Insecurity on Children's Cognitive Skills: Evidence from Ghana

Esmeralda

Michel

University of California, Berkeley

Examining Sustainability Within Social-Emotional Learning Implementation:
An Analysis of Policy Artifacts

Morningstarr

Redcrane

Oregon State University

Fight the Power: Critical Consciousness and Racial/Ethnic Identity

Nataly

Rincon Garcia

University of California: Santa Barbara

The Impact of Ethnic Studies Curricula on Chicana/o High School Student Engagement

Alishba

Sardar

University of California, Berkeley

The Promises and Limits of University Support for Foster Care Students: Defining Care and Recognition

Hannah

Severyns

Brown University

Is Parental Involvement Enough? Educational Challenges and Parent Intervention Tactics in Low-Income Predominantly Latinx Schools

Jamison

Stout

Northwestern University

Next Generation Science Standards (NGSS) and Designing School System Educational Infrastructure to Support Elementary School Science Instruction

Danika

Strayhorn

Washington University in St. Louis

Anticipated Belonging in College: An Intervention to Increase College Access

Kayla

Teng

University of California, Los Angeles

Development and Validation of Game-Based Indicators of Computational Thinking in a Block-Based Programming Game

Sarah

Tran

Texas A&M University-Commerce

Competence-Based Education Online Development

Leonard

Versola

Vassar College

The Impacts of the COVID-19 Pandemic: Experiences of First-Generation, Low-Income
Students

Austin

Wyman

University of Notre Dame

Come With Me If You Want to Live: Risk-Taking Behavior Predicts the Willingness to Seek Professional Psychological Help

Amanda

Young

Washington University in St. Louis

Chinese Students, Jim Crow Schools: Navigating Education in a Black-and-White Society