AERA is committed to capacity building for & nurturing of future education researchers. AERA is home to more than 7,000 student members, including approximately 6,500 graduate students and 500 undergraduate students. Students represent over 28% of all AERA members. The 2016 Annual Meeting Graduate Student Resource page is a one-stop-shop for graduate students looking for an Annual Meeting experience unique to their interests. This page includes Graduate Student Council information, tips, sessions, events, resources, and more geared for graduate students at the Annual Meeting. This page will be updated as event times are announced and opportunities emerge.
AERA Welcoming Orientation for New Members and First-Time Attendees Graduate students, new members and first-time meeting attendees are invited to an orientation session. This session offers an opportunity to learn more about AERA and the benefits of being a member, as well as helpful tips on navigating the Annual Meeting. Graduate Student Orientation: Navigating AERA's Multiple Offerings First time at AERA? Are you a returning graduate student hoping to get more or something new out of this year’s annual meeting? If so, then join us for this session focusing on how to navigate the annual meeting. Hear from current graduate students about tips and tricks for making the annual meeting work for you. Also, get information on the hidden gems that AERA has to offer both at the annual meeting and year round. Meet with representatives from various Divisions, SIGs, and the Graduate Student Council and learn how to get involved!
The Annual Meeting Graduate Student Resource Center is a special meeting service for graduate students navigating the Annual Meeting. Stop in the GSRC during the Annual Meeting to meet AERA staff and learn about sessions, activities, and opportunities specifically geared towards students. Location: Convention Center, Room 140AB, Level One Hours:
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Date and Location: TBA Urban Research-Based Action Network (URBAN) is committed to strengthening relationships between academics and community-based practitioners. Active members of URBAN will address relevant aspects of collaborative, community-based scholarship such as impact, ethical issues, navigating IRB, sharing findings, developing career pathways, and increasing the acceptance within the academy.
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Date and Location: TBA Two years ago, the panelists submitted a petition to establish an AERA Special Interest Group (SIG) titled “Hip Hop Theories, Praxis, and Pedagogies”. On July 24, 2015, the AERA Executive Committee approved the petition for a new SIG-in-Formation. The purpose of this session is to present the individual work of each SIG officer as well as discuss the professionalization of Hip Hop pedagogy as a field of educational research. The papers are “Imagining Mattering: Hip Hop Civs Ed, Intersectionality, and Black Joy” (Love); “Festival Hopping with Run The Jewels: Contemporizing Race Relations in Hip Hop Pedagogical Performance” (Wilson); “Towards a Framework for the 6th Element: Reality Pedagogy for #HipHopEd(ucators)“ (Emdin); and “Black Girl Genius” (Brown).
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Date and Location: TBA This session sparks a conversation about the ways students and teachers can co-create critically conscious curriculum that combats corporatized, marginalized, and deficit education models. Because U. S. socio-political, economic and cultural climates have brought transracial and transgender crisis into the classroom, K-12 curriculum should prepare students to understand these difficult topics and to connect these events to their lives and communities. Further, the lack of critical curriculum promotes systems of standardized schooling, the prison industrial complex, and Black and Brown bodies being pushed out of school. As we situate the conversation in current events, we hope to create a cohesive contextual curriculum of resistance, activism, wellness, and, in some cases, survival.
Date and Location: TBA Many graduate students believe that navigating the job market consists of following a precise flow chart with little room to stray from the course. However, there are many different roads that may be traveled when seeking tenure line employment. Not all are immediately following a dissertation defense or the completion of a post doc. This Fireside Chat will introduce a collection of professors, each with a unique tale of how they traveled the sometimes frustrating, but rewarding road from doc student to professor. The session will begin with an introduction of each panel member, followed by a 60-minute session where our panelists will answer questions posed from attendees. Graduate students of all stages are encouraged to attend.
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Date and Location: TBA Public-use educational data is often used by graduate research methodology programs for demonstrating different analyses. These datasets are also often the basis for manuscripts that answer substantive questions. However, the full extent of the data available to students and researchers is often not utilized. The Pulchritudinous Potential of Public Data will help students understand the breadth, complexity, and availability of the many sources of public-use data. Panelists representing both the institutions responsible for publishing the data and researchers that heavily utilize the data will discuss: (1) how students can utilize the data for their own studies; (2) the importance of using such data; and (3) the challenges that arise when using such data.
Date and Location: TBA As education research moves toward public scholarship that includes the communities in which investigation is conducted, graduate students should become well versed in methods that incorporate a community voice. Additionally, once this research is conducted, the results must make it back into the public sphere to be of use to the community. The aim of this session is to provide graduate students a) strategies for conducting community based participatory research, b) suggestions for study buy-in and being culturally responsive to the needs of community members, and c) techniques for translating research into practice and policy.
Date and Location: TBA This fireside chat will give attendees the opportunity to hear from scholars who use historiography as not only a way of positioning their work within scholarship, but also as a vibrant and integral part of the historical narrative. Thus, the question is not “how do you do it,” but “how do particular scholars do it.” We shall address not only foundational questions like “is historiography a method or a study of its own?” and “what are the most important questions to ask first when doing historiographic research on a topic?”, but also scholar specific questions like “how do you define historiography and has that evolved?” and “how does your own social experience shape your historiographical lens?”
Date and Location: TBA To enact change in educational spaces there is a need to get research into the hands of policymakers and education stakeholders, including youth, families, community organizations, teachers, etc. Emphasizing a social context approach, this Fireside Chat brings the experience and wisdom of scholars who conduct translational research that evokes change in educational policies, structures, and practices. Graduate students are encouraged to engage in a conversation around the ways in which researchers work with and within communities to create public scholarship for the purpose of educating diverse democracies.
Date and Location: TBA This Fireside Chat session aims to encapsulate the purpose; past, present, and future state of affirmative action from an historical standpoint in several arenas from a multitude of professional perspectives. Panelists represent national perspectives from k-16 educational institutions as well as Educational Policy leaders. Our discussion will encompass the effects of research, modification in educational practices, teacher education, policy implementation/modification, and college admission and recruitment as effected by the nation’s current court verdicts on affirmative action.
Date and Location: TBA As graduate students pursue bigger and more complex research endeavors, many may question the utility and impact of their scholarship. For many of us pursuing a career in professional education, the intent and aim for our research is to inevitably shape public policy. Whether it be in academia or the private sector, in a local setting or a global setting, scholarship can have a lasting impact on curriculum, metrics, personnel, and legislation. But how do we maximize the influence of our work? This Fireside Chat will answer these questions—and more—through a panel discussion with several distinguished scholars and practitioners who will share their experiences from their career trajectory.
Date and Location: TBA The purpose of this session is to facilitate a dialogue on student support in higher education across different social groups and identify opportunities for education policy, curriculum and teaching to provide equitable support for all students. In an interactive panel discussion, this session will explore marginalized student experiences navigating institutional spaces, discuss current concerns with the support of disadvantaged students in higher education, and facilitate a discussion on opportunities for changes in education policy, curriculum and teaching that sustain quality leadership and provide access to high-quality educational experiences for all. Participants will leave with perspectives from a variety of higher education scholars who study and/or work with these student populations to better inform their own views and practice.
Date and Location: TBA Div K is inspired by Gutiérrez and Penuel’s (Educational Researcher, 2014) assertion that, “consequential research on meaningful and equitable educational change requires a focus on persistent problems of practice, examined in their context of development, with attention to ecological resources and constraints, including why, how, and under what conditions programs and policies work” (p. 19). This Fireside Chat will help Graduate Students who are interested in designing research studies in the area of teacher education that enact the principles Gutiérrez and Penuel speak of in their article. The dialogue with the authors will be invaluable to many graduate students who are thinking about how their scholarship can be relevant to practice and social change in teaching and teacher education.
Date and Location: TBA Education scholars have documented the weak link between research evidence and policymaking (Lubienski, Scott, & DeBray, 2014). When research is taken up, it is often misused or misunderstood. This session brings influential education policy scholars together to address two issues. First, this session will examine the politics of how research is produced, promoted, and used, highlighting the barriers that limit the efficacy of research. Second, panelists will describe the actions they have taken and tools they have used to promote their work and increase its likelihood of affecting policy. Panelists will also discuss whether researchers’ roles end when the research project is complete or whether scholars have a responsibility to promote their work and act as public intellectuals.