“Nudges” help tenure and promotion evaluators count diversity, equity and inclusion (DEI) work

Presenter:  Alexandra Kuvaeva, University of Maryland

Award ID: 2055343

How do sociology students and practitioners develop personal and professional identities?

Presenter: Catherine Mobley, Clemson University

Award ID: 2200695

What aspects of biology department culture support or hinder graduate student teaching professional development?

Presenter:  Grant E. Gardner, Middle Tennessee State University

Award ID: 2300999

Responses to the new Faculty Epistemic Exclusion Scale suggest women report more exclusion, especially women of color

Presenter: Isis Settles, University of Michigan

Award IDs: 2000021, 2000076, and 2000580

Why are so few Latinas graduating with a Ph.D. in engineering?

Presenter: Lizandra Godwin, The University of New Mexico

Award ID: 2225399

The 1.5-hour engineering design activity empowered high school students to be change agents and enhanced girls’ thinking and design self-efficacy

Presenter:  Dina Verdin, Arizona State University

Award ID: 2225306

Treating technology employees as key contributors boosts their sense of belonging, with women benefitting the most

Presenter: Gregg Muragishi, University of Washington

Award IDs: 1919218 and 2222381

Surprising differences in adolescents’ STEM motivational beliefs across high school and the intersection of gender and race/ethnicity, but not across historical time

Presenter:  Sandi Simpkins, University of California, Irvine

Award ID: 2054956

Teaching about sex & gender variation in nature and bias in science enhances belonging of trans-spectrum students in life science courses

Presenter: Sarah Eddy, University of Minnesota, Twin Cities

Award ID: 2201808

Psychosocial factors influence post-transfer adjustment and success of transfer students in STEM

Presenter:  Yu April Chen, Louisiana State University

Award ID: 2145520

High school GPA is more predictive of early college success than ACT math scores. College math remediation reforms that incorporate HS GPA led to better outcomes

Presenter: Zeyu Xu, American Institutes for Research

Award ID: 2200895

Does Maker learning contribute to student self-efficacy equitably across student demographics, disciplines, and modes of Making?

Presenter:  Erin Henslee, Wake Forest University

Award ID: 2126031

Debugging semiconductors is a Billion Dollar skill. How should we teach it?

Presenter: John Hu, Oklahoma State University

Award ID: 2321255

Does personality type and/or delay discounting impact the relationship between data science pretest feedback timing and posttest performance among veterans?

Presenter:  Justin McDaniel, Southern Illinois University

Award ID: 2321159

Undergraduate students who find peers "like me" report higher levels of belonging and flourishing in their STEM majors

Presenter: Preeti Gupta, American Museum of Natural History

Award ID: 2100155

Immersive simulation-based learning improves motivation and experiential learning

Presenter:  Sabahattin Gokhan Ozden, Pennsylvania State University

Award ID: 2000599

Mentors matter: Framework and findings from the mentor-relate study

Presenter: Yolanda Chavez, University of Utah

Award IDs: 2055379 and 2234348

Middle school students opt for science texts adapted to their preferences

Presenter:  Arash Esmaili Zaghi, University of Connecticut

Award ID: 2120888

How do learners approach data that varies in both space and time?

Presenter: Chad Dorsey, The Concord Consortium

Award ID: 2201154

The process of student code writing matters!

Presenter:  Hamid Karimi, Utah State University

Award ID: 2321304

Virtual reality lessons can help students build spatial reasoning skills

Presenter: Katharine Johanesen, Juniata College

Award ID: 2125377

Do short explanation videos available online help in-class learning? Yes, but it depends...

Presenter:  Lucas C. Parra, The City College of New York

Award ID: 2201835

Can a multidimensional approach to gender improve targeted interventions in math education?

Presenter: Nicole M. Else-Quest, University of North Carolina at Chapel Hill

Award ID: 2201797

Can we use machine learning to facilitate problem-solving in physics?

Presenter:  N. Sanjay Rebello, Purdue University

Award ID: 2300645

We can learn about student motivation in context from inside mathematics learning technologies

Presenter: Teomara Rutherford, University of Delaware

Award ID: 2000868

How can we design activities for computer science teachers that encourage productive conversations about race and CS content?

Presenter:  Aleata Hubbard Cheuoua, WestEd

Award ID: 2124841

How are students with learning disabilities experiencing science education? Crowdsourcing insights nationwide.

Presenter: William J. Therrien, University of Virginia

Award ID: 2201464

Most mathematics and statistics tests and assessments don’t measure what they claim. So how do you find the ones that do?

Presenter:  Jonathan D. Bostic, Bowling Green State University

Award IDs: 1920619 and 1920621

How well can children reason about newly acquired algorithms?

Presenter: Joshua S. Rule, University of California, Berkeley

Award ID: 2201843

Citation patterns are crowd-sourced networks of ideas that outline an academic landscape

Presenter:  Michael Giamellaro, Oregon State University

Award ID: 1937772

Cross-cultural differences in children’s early numerical abilities

Presenter: Roberto A. Abreu-Mendoza, Indiana University Bloomington

Award ID: 2201960

Students who believe their instructors have a growth mindset about them also have higher math motivation and grades, especially so for racially minoritized students

Presenter:  Chris S. Hulleman, University of Virginia

Award ID: 2000507

What are the neurocognitive mechanisms underlying design fixation?

Presenter: Evangelia G. Chrysikou, Drexel University & University of North Carolina Charlotte

Award IDs: 2100137 and 2100138

Awareness of what you know (and don’t know) predicts long-term knowledge retention

Presenter:  Joe Dauer, University of Nebraska, Lincoln

Award ID: 2000549

Sleep can be improved in students, even during finals week (and doing so benefits academic outcomes)!

Presenter: Michael Scullin, Baylor University

Award ID: 1943323

Training undergraduate STEM students in Inclusive Science Communication helps students themselves as well as their behaviors in connecting with society

Presenter:  Nicole Kelp, Colorado State University

Award ID: 2225095

Language is the bridge that connects what we know about our everyday context to the technical realm of science

Presenter: Nicole Pitterson, Virginia Tech

Award ID: 2237543

What does the last decade of research tell us about systemically changing undergraduate instruction?

Presenter:  Charles Henderson, Western Michigan University

Award ID: 2201792

Can we capture inclusive STEM teaching practices through surveys?

Presenter: Eric N. Smith, University of Texas at Austin

Award ID: 2201928

Co-designing tools with teachers to reveal students’ mathematical strategies

Presenter:  Erin Ottmar, Worcester Polytechnic Institute

Award ID: 2142984

Professor priorities shape undergraduate learning assistant (LA) facilitation, directly impacting student learning

Presenter: Ira Caspari-Gnann, Tufts University

Award ID: 2000603

How do teachers develop expertise in scientific observation in a field geology setting with respect to their knowledge systems, social interactions, and cultural resources?

Presenter:  Lauren Barth-Cohen, University of Utah

Award ID: 2201764

Faculty develop teaching expertise ... when they listen to students

Presenter: Tessa Andrews, University of Georgia

Award ID: 1845886

Teachers develop pedagogical content knowledge from teaching without external support if they have strong content knowledge, use cognitively demanding tasks, or employ student-centered teaching

Presenter: Yasemin Copur-Gencturk, University of Southern California

Award ID: 1751309

Tech ties: Black women's pathways to computer science majors.

Presenter:  Celeste Lee, Spelman College

Award ID: 2201701

How can unpacking student experiences with adversity broaden participation in STEM at minority-serving institutions?

Presenter: Ciara Smalls Glover, Georgia State University

Award ID: 2100283

How does the culture of chemistry influence people's experiences in chemistry?

Presenter:  Courtney Ngai, Colorado State University

Award ID: 2146363

STEM major stereotypes can motivate women and set helpful expectations

Presenter: Elizabeth Dorrance Hall, Michigan State University

Award ID: 2238446

HBCUs' STEM research goes beyond broadening participation in recent NSF funding trends

Presenter:  Erin Lynch, Quality Education for Minorities Network

Award ID: 1937284

Black girls are brilliant and should not inherit the burden of breaking barriers in STEM. Exploring research-practice partnerships and identity development.

Presenter: Natalie S. King, Georgia State University

Award ID: 1943285

Aspirational capital influences Black and Hispanic female enrollment and persistence in undergraduate computing education.

Presenter:  Shetay Ashford-Hanserd, Texas State University

Award ID: 2046079

Identity predicts persistence: Some students find balance

Presenter: Wesley Schultz, Claremont Graduate University

Award ID: 1920786

How to broaden computer science participation in Native-serving schools?

Presenter:  Ashish Amresh, Northern Arizona University

Award ID: 2246200

Are phenomenon-driven assessments valid measures of grade 6-8 students’ 3D science understanding?

Presenter: Cari Herrmann Abell, BSCS Science Learning

Award ID: 2201438

How can narrative and expository Book Sharing, Oral Storytelling, and Adivinanzas support science learning among Latine families with preschoolers?

Presenter:  Catherine Haden, Loyola University Chicago

Award ID: 2055345

Deaf children exposed to American Sign Language by age 2 show typical early numerical development.

Presenter: Ilaria Berteletti, Gallaudet University

Award ID: 1916524

Students with math difficulties improved the quality of their mathematical explanations by analyzing correct and incorrect worked examples.

Presenter:  Robin Schumacher, Instructional Research Group

Award ID: 2000577

How do different types of computational modeling activities affect STEM+Computing teaching and learning?

Presenter: Satabdi Basu, SRI International

Award IDs: 2055609 and 2055597

Which psychosocial interventions work in college math? For whom and under what circumstances?

Presenter:  Carlton J. Fong, Texas State University

Award ID: 2300030

What can we learn from analysis of a classroom network?

Presenter: Geraldine L. Cochran, Ohio State University

Award ID: 2025237

“No time for work”: Unique financial concerns of STEM majors

Presenter:  Jennifer Osterhage, University of Kentucky

Award ID: 2025046

How do students' ideas (even “wrong” ones) support productive reasoning in biology?

Presenter: Julia Svoboda Gouvea, Tufts University

Award ID: 2300437

Beyond the numbers: Math anxiety increases while performance increases for undergraduate students in a mathematics foundation course

Presenter:  Nadia Monrose Mills, University of the Virgin Islands

Award ID: 2025228