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