Following is a list of current College of Education faculty and graduate students whose research was presented at the American Educational Research Association (AERA) conference, held earlier this month.

April 7

• Royel Johnson, assistant professor of education (higher education), presenting author, “Beyond the Manuscript Group 1,” pre-conference mentoring session, “Division J Beyond the Manuscript: Strategies for Building Research-to-Practice Communities for Social Change.”
• Ying Wang, graduate student, presenting author, “Understanding the Metacognitive and Motivational Aspects of Self-Regulated Learning from College Students: An Explanatory Sequential Study,” poster session, “Division D, graduate student in Progress Research Gala.”
• Ali Watts, graduate student, presenting author, “Beyond the Manuscript Group 3,” pre-conference mentoring session, “Division J Beyond the Manuscript: Strategies for Building Research-to-Practice Communities for Social Change.”

April 8

• Rafael Eduardo Alvarado, graduate student, presenting author, “Class Action Lawsuits for Refunds After COVID-19 Closures,” roundtable session, “Education in the 21st Century: Evaluation, Engagement and the COVID-19 Pandemic.”
• Muge Olgun Baytas, graduate student; and Seyma Dagistan, graduate student, presenting authors, “Local Children's Perception and Experience of Nationalism and Citizenship in a Turkish Elementary Mainstream School,” roundtable session, “Civic Identities and Democratic Education.”
• Nikki Cohron, graduate student, presenting author, “In the Name of Science: The Emergence and Implications of ‘Evidence-Based Practice’ in Education Policy,” roundtable session, “Critical Examinations of Neoliberalism and Innovation in Education Policy Making.”
• Karen Eppley, associate professor of education, presenting author, “Journal of Research in Rural Education,” roundtable session, “Meet the Editors of Rural Education Research Journals.”
• Erica Frankenberg, professor of education (educational leadership and demography), presenting author, “Table 12: Race-Conscious Policy, Law and School Choice,” invited roundtable, “AERA Educational Policy Handbook Roundtable Session.”
• Ed Fuller, associate professor of education (educational leadership), presenting author, “Draw or Drain? Exploring Rural Principal Transfer and Attrition in Texas,” roundtable session, “Applications of Emerging Research in Rural Education.”
• David Gamson, associate professor of education (education theory & policy), presenting author, “Table 9: District, State and Federal Policy and School Finance,” invited roundtable, “AERA Educational Policy Handbook Roundtable Session.”
• Allison Sterling Henward, associate professor of education; and Muge Olgun Baytas, graduate student, presenting authors, “Well-Intentioned Progressivism and the Role of Educational Inequity: Creating Citizens in Official and Unofficial Curriculum,” roundtable session, “Trauma, Chaos, Resistance.”
• Elizabeth Hughes, associate professor of education (special education); Paul Riccomini, associate professor of education (special education); and Joo-Young Lee, graduate student, presenting authors, “Can We Teach Students to Write Mathematically?” roundtable session, “Wide-Ranging Topics in Mathematics Education.”
• Alexandra List, assistant professor of education, nonpresenting author; and Gala Sofia Campos Oaxaca, graduate student, presenting author, “Multiple Text Integration Among Native English and Spanish Speakers,” roundtable session, “Division C Roundtable.”
• Paul Morgan, professor of education (EDTHP), nonpresenting author, “Between- and Within-Child Levels of Associations Between Externalizing and Internalizing Problems in Elementary School Children,” roundtable session, “Developmental Trajectories: Insights From Longitudinal Data.”
• P. Karen Murphy, distinguished professor of education (educational psychology); Amy Voss Farris, assistant professor of education (science education); Gwendolyn Lloyd, associate dean for faculty affairs; and Rachel Wolkenhauer, assistant professor of education, presenting authors, “Quality Talk in a Professional Development School: Preparing Teacher Educators to Support Preservice Teachers' Facilitation of Argumentation,” roundtable session, “Facilitating Professional Growth for Teacher Candidates in Professional Development Schools.”
• Eunsung Park, graduate student, presenting author, “Understanding How Students Control Their Learning in Adaptive Learning Environments,” roundtable session, “Advanced Technologies for Learning Roundtable Session.”
• Rayne Sperling, associate dean, Undergraduate & Graduate Studies; Joseph Tise, graduate student; and Ying Wang, graduate student, nonpresenting authors, “Supporting Students' Use and Value of Deep-Processing Cognitive Strategies With Real-Time Prompts,” roundtable session, “Class-Level Factors Related to Motivation and Cognition: Teachers and Peers.”
• Tiffany Squires, assistant professor of education; and Hansol Woo, graduate student, presenting authors, “Equitable Leadership: Roles of School and District Leaders in Achieving Social and Educational Equity,” roundtable session, “Educational Leadership for Educational Equity.”
• LaWanda Ward, assistant professor of education, presenting author, “Table 18: Higher Education Policy Contexts and Issues II,” invited roundtable, “AERA Educational Policy Handbook Roundtable Session.”
• Hansol Woo, graduate student, presenting author, “Does Teacher Leadership Matter? Teacher Decision-Making Authority and Student Achievement,” roundtable session, “Distributed Leadership: The Process and Impact of Shifting Roles for Administrators and Teachers.”
• Shulong Yan, graduate student, presenting author, “Improving on Perfect as You Are: The Commensurability of ‘Learning as Becoming’ and ‘Dependent Origination,’” roundtable session, “Eastern Philosophy and Curriculum Studies: Tao, I-Ching and Confucian Learning.”
• Heather Toomey Zimmerman, associate professor of education (learning, design and technology); and Yu-Chen Chiu, graduate student, presenting authors, “Gestures to Support Personally Relevant Sense-Making and Science Reasoning Conversations in a Family Water Quality Workshop,” roundtable session, “Learning in the Community.”

April 9

• Sarah Asson, graduate student; and Hope Elizabeth Bodenschatz, undergraduate student, presenting authors, “The Role of Noncontiguous Attendance Zones in Shaping School Populations: A Case Study of Tucson and Fort Bend,” symposium, “Understanding the Changing Relationships Between School Attendance Boundaries and Student Populations.”
• Soo-yong Byun, associate professor of education (educational theory & policy); and Sangkyoo Kang, graduate student, presenting authors, “Occupational Value of the Teaching Profession: A Comparison of the United States and Organisation for Economic Co-operation and Development Countries,” paper session, “International Relations Committee Paper Session 1.”
• Mingkun Cui, graduate student, presenting author; and Yu Xia, graduate student, nonpresenting author, “Community Interaction Matters: A Study on Rural Chinese Teachers' Retention,” paper session, “Rural Teachers and Rural Teacher Preparation: Intersections With Place.”
• Chris Fowler, undergraduate student, presenting author, “School Attendance Zone Boundaries and the Connection to Schools, Neighborhoods and Opportunity,” session paper, ““Understanding the Changing Relationships Between School Attendance Boundaries and Student Populations.”
• Erica Frankenberg, professor of education (educational leadership and demography), presenting author, “Divide: "Race-Neutral" School Rezoning With Racially Inequitable Results,” symposium, “Understanding the Changing Relationships Between School Attendance Boundaries and Student Populations.”
• Erica Frankenberg, professor of education (educational leadership and demography); and Hope Elizabeth Bodenschatz, undergraduate student, presenting authors, “School Attendance Zone Boundaries and the Connection to Schools, Neighborhoods and Opportunity,” symposium, “Understanding the Changing Relationships Between School Attendance Boundaries and Student Populations.”
• Erica Frankenberg, professor of education (educational leadership and demography); and Annie Maselli, graduate student, presenting authors, “Stable Attendance Zone Boundaries and Mobility Residential Patterns: The Case of Richland 01,” symposium, “Understanding the Changing Relationships Between School Attendance Boundaries and Student Populations.”
• Simon Richard Hooper, professor of education (learning, design and technology), nonpresenting author; Rayne Sperling, associate dean, Undergraduate & Graduate Studies, nonpresenting author; and Hongcui Du, graduate student, presenting author, “Determining the Reliability of E–Curriculum-Based Measurement Tasks for Students Who Are Deaf or Hard of Hearing,” poster session, “Special and Inclusive Education Research SIG: Spotlight on Special and Inclusive Education 1.”
• Kyesha Isadore, graduate student, presenting author, “Exploring the Lived Experiences of Racial/Ethnic-Minority College Students With Psychiatric Dis/abilities,” paper session, “Race, Gender and Class: Examining Student Agency and Assets.”
• Matthew Kelly, assistant professor of education, presenting author, “Division F Virtual Social Hour Group 4,” invited speaker session, “Division F Virtual Social Hour.”
• Pui-Wa Lei, professor of education (educational psychology), nonpresenting author, “Performance of DIMTEST and ATFIND Under Some Commonly Encountered Suboptimal Conditions Including Nonnormal Latent Trait Distributions,” paper session, “Advances in Item Response Theory Modeling and Application.”
• Alexandra List, assistant professor of education, nonpresenting author; and Hongcui Du, graduate student, presenting author, “Improving Students' Reasoning About Text-Based Evidence: Results From Two Intervention Studies,” poster session, “Poster Session 4: Reading and Reasoning Across Sources.”
• Alexandra List, assistant professor of education; and Eunseo Lee, graduate student, non-presenting authors, “Comprehension, Diagram Analysis and Integration: A Cross-Sectional Analysis,” poster session, “Poster Session 4: Reading and Reasoning Across Sources.”
• Amber O'Shea, assistant professor of education (rehabilitation and human services), presenting author, “Exploring the Lived Experiences of Racial/Ethnic-Minority College Students With Psychiatric Dis/abilities,” paper, “Race, Gender and Class: Examining Student Agency and Assets.”
• Carlomagno Panlilio, assistant professor of education, presenting author, “Implementation of the Trauma-Sensitive Pedagogy Curriculum: A Pilot Study,” symposium, “Trauma-Informed Practice as an Equitable Practice in Early Childhood Education.”
• Deborah Schussler, associate professor of education, presenting author; Sebrina Doyle Fosco, graduate student, presenting author; and Andii Layton, graduate student, nonpresenting author, “Mindfulness-Based Interventions That Promote Social-Emotional Learning: An Extended Analysis of Curriculum, Context, Training and Fidelity,” paper session, “Comprehensive Overview of Social Emotional Learning and Mindfulness.”

April 10

• Matthew Black, graduate student, nonpresenting author, “Prospective Secondary Mathematics Teachers' Understanding of ℜ2-to-ℜ Functions as Seen Through Multiple Representation Registers,” roundtable presentation, “Mathematics Teacher Education Across Professional Roles.”
• Katerina Bodovski, associate professor of education (educational theory & policy), non-presenting author, “An Active Investment in Cultural Capital: Structured Extracurricular Activities and Educational Success,” paper session, “Reproduction of Educational Inequalities by Race, Socioeconomic Status and Language.”
• Julia Bryan, associate professor of education (counselor education), presenting author, “The Roles, Practices, Challenges and Demands of School Counselors in the Caribbean: Recommendations for Educators,” paper session, “Theorizing on Educational Issues Affecting the Marginalized.”
• Amy Crosson, assistant professor of education, presenting author, “Science Vocabulary Knowledge and Learning Among Spanish-English Bilingual Adolescents,” paper session, “Current Issues in Vocabulary Learning: Technology, Writing and Supporting ENLs.”
• Azaria Cunningham, graduate student, presenting author, “Migration and Acculturation: Afro-Caribbean Academics and the Construction of Identity in Higher Education,” paper session, “Theorizing on Educational Issues Affecting the Marginalized.”
• Azaria Cunningham, graduate student, presenting author, “(Re)Claiming What Is Ours: Black Women Scholars Lives Matter, Treading Water in Higher Education,” roundtable session, “Marginalization and Black Women in Higher Education.”
• Karen Eppley, associate professor of education, presenting author, “The Journal of Research in Rural Education,” invited roundtable, “Journal Talk 2.”
• M. Kathleen Heid, distinguished professor of education (mathematics education), presenting author; and Rose Mary Zbiek, professor of education (mathematics education), nonpresenting author, “Prospective Secondary Mathematics Teachers' Understanding of ℜ2-to-ℜ Functions as Seen Through Multiple Representation Registers,” roundtable session, “Mathematics Teacher Education Across Professional Roles.”
• Royel Johnson, assistant professor of education (higher education), presenting author, “Broadening Access to College for Justice-Involved People: A Critical Policy Analysis of ‘Beyond the Box’ Legislation in Maryland and Louisiana,” invited speaker session, “Division J Vice Presidential Session. Racism and Carcerality in Higher Education.”
• Kimberly Lawless, dean, College of Education, nonpresenting author, “Impact of Different Durations of an Immersive Social Studies Simulation Game,” roundtable session, “Social Studies: Learning Outside of the Classroom.”
• Megan Elaine Lynch, graduate student, presenting author, “Centering the Development of Socially Just Teachers in a Professional Development School Partnership: An Activity Theoretical Analysis,” roundtable session, “Advancing Social Justice and Cultural Competency in Professional Development Schools.”
• Zoe Rose Mandel, graduate student, presenting author, “Principals as Managers: Exploring the Relationship Between Beginning Teacher Course Assignment and Retention,” paper session, “Creating Conditions for Success: Principals' Role in Supporting Teachers' Work.”
• Paul Morgan, professor of education (educational theory & policy), presenting author; Adrienne Woods, postdoctoral research scholar, nonpresenting author; and Yangyang Wang, graduate student, nonpresenting author, “Modifiable Factors for Being Frequently Bullied in U.S. Elementary Schools,” paper session, “Friends, Enemies and Bullies: Peer Relationships in School.”
• Stephanie Schroeder, assistant professor of education (social studies education), presenting author, “’Activism Is Advocating’: How Educator Preparation Programs Teach About Teacher Activism,” roundtable session, “Teacher Activism for the Profession.”
• Rayne Sperling, associate dean, Undergraduate & Graduate Studies, nonpresenting author; Joseph Tise, graduate student, presenting author; and Ying Wang, graduate student, nonpresenting author, “Response Latency to Self-Regulated Learning Scaffolds Relates to Metacognition and Course Performance,” paper session, “Assessing and Designing Self-Regulation of Learning Interventions.”
• LaWanda Ward, assistant professor of education, presenting author, “Disrupting Carceral Logics Within Higher Education: Black Women's Lawsuits as Resistance to Institution-Sanctioned Violence,” paper session, “Campus Racial Climate: Disrupting Institution-Sanctioned Violence in Postsecondary Education and Advocating for Change.”
• Rachel Wolkenhauer, assistant professor of education; and Logan Rutten, graduate student, presenting authors, “Professional Development School Teacher Candidates' Perceptions of Emergent Teacher Leadership,” roundtable session, “Advancing Social Justice and Cultural Competency in Professional Development Schools.”

April 11

• Amy Voss Farris, assistant professor of education (science education); and Gözde Tosun, graduate student, presenting authors, “Linking Physical and Computational Models in Preservice Teacher Education,” symposium, “Thinking Across Representations: Designing to Leverage Material and Computational Investigations for Science Learning.”
• Erica Frankenberg, professor of education (educational leadership and demography), presenting author, “The Changing Contemporary Role of the Federal Government in Civil Rights Policy,” invited speaker session, “Race-Conscious Education Policies: Collaborative Strategies for Just Schooling.”
• Gina Foletta, assistant professor of education, CI field experiences, nonpresenting author; and Rose Mary Zbiek, professor of education (mathematics education), presenting author, “Mathematics in Art as an Entry to Connecting Mathematics and the Physical World,” poster session, “Research in Mathematics Education poster session.”
• ChanMin Kim, associate professor of education, presenting author, “Preservice Teachers Coding Science Simulations,” paper session, “Learning Through Programming, Coding and Digital Storytelling.”
• Charlotte Land, assistant professor of education (secondary education-English), presenting author, “Correcting "Correctness": Writing Teacher Education Courses as Sites for Disrupting Oppressive Language Ideologies,” roundtable presentation, “Critical Writing in Teacher Education.”
• Gerald LeTendre, professor of education (education policy studies), presenting author, “American Journal of Education,” invited roundtable, “Journal Talk 4.”
• Maria Lewis, assistant professor of education, presenting author, “The Story of DACA as Told by ‘Friends of the Court’: A Critical Policy Analysis,” paper session, “Rights Across Education Settings.”
• Zoe Rose Mandel, graduate student, presenting author, “Retaining Special Education Teachers: Examining the Impact of School Leaders with Prior Special Education Experience,” structured poster session, “Promising Scholarship in Education Research: Dissertation Fellows and Their Research.”
• P. Karen Murphy, distinguished professor of education (educational psychology), nonpresenting author; Amy Voss Farris, assistant professor of education (science education), nonpresenting author; Gwendolyn Lloyd, associate dean for faculty affairs, nonpresenting author; Rachel Wolkenhauer, assistant professor of education, nonpresenting author; Rachel Miriam Vriend Croninger, Quality Talk research project manager, presenting author; and Sara Elizabeth Baszczewski, graduate student, presenting author; “Promoting Preservice Teachers' Mathematical Reasoning With Quality Talk,” roundtable session, “Teachers, Power and Equity in Mathematics Education.”
• Amber O'Shea, assistant professor of education (rehabilitation and human services), presenting author, “Persistence and Success in Higher Education for Students With Psychiatric Disabilities: A Qualitative Investigation,” roundtable presentation, “Understudied Student Populations and Higher Education Access and Persistence.”
• Kai Schafft, professor of education (educational leadership) and rural sociology, presenting author, “Rural Education and Workforce Development: Moving Beyond the Mobility Imperative,” symposium, “Equitably Preparing Youth for Careers in the Changing World of Work.”
• Kai Schafft, professor of education (educational leadership) and rural sociology, presenting author, “Roma Youth and Implementation of Roma Education Policies in Rural Romania,” paper session, “Understudied Rural Populations.”
• Stephanie Schroeder, assistant professor of education (social studies education), presenting author, “Creating the Consumer Teacher: Edu-Influencers and the Figured World of K–12 Teaching,” paper session, “Professional Learning and Resources for Teachers in Social Media and Digital Environments.”
• Joseph Tise, graduate student, presenting author, “Across-Task Relations Among Monitoring Judgments: Effects of an Embedded Learning Strategy on Monitoring Accuracy,” poster session, “Research on Self-Regulated Learning Poster Session.”
• Yangyang Wang, graduate student, presenting author, “Do Executive Functioning Difficulties Help Explain Peer Victimization in U.S. Elementary Schools?” structured poster session, “Promising Scholarship in Education Research: Dissertation Fellows and Their Research.”
• Carla Marie Zembal-Saul, professor of education (science education); Frances Nebus Bose, research assistant; and Megan Elaine Lynch, graduate student, presenting authors, “Teacher Perceptions of Integrated Science and Language Professional Learning in a New Immigrant Community,” roundtable session, “Teacher and Staff Perceptions of Emergent Bilinguals.”

April 12

• Fran Arbaugh, professor of education (mathematics education), nonpresenting author, “Preservice Teachers and the Obligations of Mathematics Teaching: Exploring a Promising Model of Teacher Education,” symposium, “The Role of the Professional Obligations for Mathematics Teaching in Mathematics Teacher Education.”
• Fran Arbaugh, professor of education (mathematics education), nonpresenting author, “Understanding Preservice Teachers' (PSTs') Attention to Disciplinary and Interpersonal Obligations While Navigating Classroom Dilemmas in Early Field Placements,” symposium, “The Role of the Professional Obligations for Mathematics Teaching in Mathematics Teacher Education.”
• David Baker, professor of education (educational theory & policy, sociology, demography); Maryellen Schaub, associate professor of education (educational theory & policy); and Seyma Dagistan, graduate student, presenting authors, “Democracy, Schooling and Youth Participation: A Multilevel Analysis,” paper session, “Global Perspectives on Citizenship Education.”
• Brian Belland, associate professor of education (educational psychology); and ChanMin Kim, associate professor of education, presenting authors, “Initial Design of Scaffolding for Debugging Block-Based Code,” paper session, “Design With Technology.”
• Marcela Borge, assistant professor of education (learning, design and technology); and Tugce Aldemir, graduate student, presenting authors, “Sense-Making Patterns in Online Intergroup Dialogues Around Politically Charged Topics,” poster session, “Learning in Technology-Based Environments.”
• Michelle Brown, graduate student, presenting author, “Beyond the Member Check: How Collaborative Ethnography Expands Theories and Practices of Family Engagement,” roundtable session, “Supporting Families, Groups and Communities in Qualitative Research.”
• Julia Bryan, associate professor of education (counselor education); and Chang Liu, graduate student, presenting authors, “School Counseling College-Going Culture: School Counselors' Influence on Students' College-Going Decisions,” poster session, “School Counseling and Counselor Education Research.”
• Azaria Cunningham, graduate student, presenting author, “‘This Is for White People Too’: Culturally Relevant and Sustaining Education, in Times of Crisis,” paper session, “Race, Place and Power as Curriculum: Redefining Discourses, Communities and Identities.”
• Erica Frankenberg, professor of education (educational leadership and demography); and Karen Babbs Hollett, graduate student, presenting authors, “A Critical Analysis of Pennsylvania's Early Childhood Education Subsidy Program,” symposium, “Accepting Responsibility for (In)Equity in Education? Critical Policy Analysis Across Contexts.”
• Royel Johnson, assistant professor of education (higher education), presenting author, “The College-Prison Nexus: Higher Education and the Extension of the Carceral State,” symposium, “Exploring Carcerality in the Pre-K–20 Pipeline.”
• Jonna Kulikowich, professor of education (educational psychology), nonpresenting author; Matthew McCrudden, associate professor of education (educational psychology), presenting author; Linh Huynh, graduate student, nonpresenting author; Bailing Lyu, graduate student, nonpresenting author; and Ashwin Mohan, graduate student, nonpresenting author, “Domain-Specific Multiple Text Comprehension,” roundtable session, “Motivation and Language Arts.”
• Charlotte Land, assistant professor of education (secondary education-English), presenting author, “Disrupting Boundaries and Binaries: University Relationships That Sustain and Support Anti-Oppressive Teachers,” paper, “Developing and Sustaining Anti-Oppressive, Antiracist and Anti-Ableist Teachers.”
• Alexandra List, assistant professor of education, nonpresenting author; and Hye Yeon Lee, graduate student, presenting author, “The role of relevance determinations in multiple text reading and writing: An investigation of the MD-TRACE,” symposium, “Synergy of Reading and Writing Within Multiple Source Tasks: Novel Approaches and Innovative Techniques.”
• Francesca Lopez, Waterbury Chair in equity pedagogy and professor of education, presenting author, “Language and Cultural Skills of U.S. Teachers: Informing Policy to Meet the Needs of Transnational Bilingual Students,” symposium, “The Students We Share and the Teachers We Need Between the U.S. and Mexico.”
• Paul Morgan, professor of education (educational theory & policy), presenting author; Adrienne Woods, postdoctoral research scholar, nonpresenting author; and Yangyang Wang, graduate student, nonpresenting author, “Racial and Language Disparities in Disability Identification in Texas,” paper session, “Race, Equity and Disparities in Special and Inclusive Education.”
• P. Karen Murphy, distinguished professor of education (educational psychology), presenting author, “Review of Educational Research,” invited roundtable, “Journal Talk 6.”
• Carlomagno Panlilio, assistant professor of education; Samantha Lynn Ellner, graduate student; Amanda Ferrara, graduate student; and Casey Mullins, graduate student, presenting authors, “Early Child Maltreatment, Reading Skills and Comprehension: A Systematic Review and Illustrative Example Study,” roundtable session, “Motivation and Language Arts.”
• Trang Pham-Shouse, graduate student, presenting author, “Division L,” invited roundtable, “Toward More Relevant Testing Standards for Researchers: Standards Roundtables.”
• Gabriela Richard, assistant professor of education, presenting author, “From Integrated Making to Integrating Expertise: Reflecting on a Researcher-Practitioner Partnership Around Tangible and Embodied STEAM,” structured poster session, “Researcher-Practitioner Partnerships for Developing and Assessing Informal STEM Learning Experiences.”
• Stephanie Schroeder, assistant professor of education (social studies education), presenting author, “Pandemics, Social Justice and Social Media: Antibias, Antiracist Edu-Influencers' Instagram Messaging During COVID-19,” paper session, “Technology's Role in Culturally Responsive Instruction and Antiracism.”
• Priya Sharma, associate professor of education (learning, design and technology), nonpresenting author; and Jose Sandoval, graduate student, presenting author, “A Learning Ecology Approach to Exploring What Sparks Individual Interest in Learning About Financial Literacy,” paper session, “Financial Literacy: Something That Everyone Should Know.”
• Rayne Sperling, associate dean, undergraduate and graduate studies, nonpresenting author, “Effects of Vicarious Learning From a Game on Statistics Knowledge, Self-Efficacy and Situational Interest,” paper session, “Advanced Technologies for Learning SIG Individual Paper Session.”
• Heather Toomey Zimmerman, associate professor of education (learning, design and technology); and Jennifer Scudder, graduate student, presenting authors, “Family Learning and Sense-Making in Astronomy: University-Museum-Library Partnership,” structured poster session, “Researcher-Practitioner Partnerships for Developing and Assessing Informal STEM Learning Experiences.”