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
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First Name
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Last Name
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Institution
|
Study Title
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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
|