AERA e-Lightning Ed-Talks

Teaching Artificial Intelligence and Machine Learning to Non-Major Students at University: A Scoping Review (Stage 2, 1:50 PM) - Oguz Koklu, Bogazici University; Muhammet Şahal, Yildiz Technical University; Merve Dede, İstanbul Beykent University

Unpacking the Psychometric Properties of Computational Thinking Measure (Stage 2, 1:59 PM) - Shaf Ahmed, Utah State University; David F. Feldon, Utah State University

Modeling Science and Shaping Attitudes: Physical Computational Model and Mentorship in STEM+C Learning (Stage 2, 2:08 PM) - Jiajia Du, Texas A&M University; Ting Liu, Texas A&M University; Tanush Yarram, Texas A&M University; Kirti Sagar Gadde, Texas A&M University; Rebecca Ward, Texas A&M University; Rebecca Jean Schlegel, Texas A&M University

Cascading Peer Mentoring in High School, Middle School, and Elementary School Computer Science Classrooms (Stage 2, 2:17 PM) - Elena Novak, Kent State University; Jason D. Schenker, Kent State University; Gözde McLaughlin, Kent State University; Sima Ahmadi, Kent State University; Yibei Guo, Kent State University; Rui Liu, Kent State University; Lisa A. Borgerding, Kent State University

Navigating anti-DEI legislation as diversity affairs professionals in academic medicine in the Midwest: A collaborative critical autoethnography (Stage 2, 2:26 PM) - Sacha Sharp, Indiana University; Tiffinie Snowden, NA; Niki Messmore, Indiana University - Indianapolis; Amy Ribera, Indiana University

Who Gives More Support? Curvilinear Patterns in Parental Involvement by Class (Stage 2, 2:35 PM) - Hyevin Shin, University of Florida

Becoming a Listening School: A Grounded Theory of Student-Adult Collaboration (Stage 2, 2:44 PM) - Jennifer Sneddon Chace, University of Southern Maine

“But it’s still called the boys’ field”: Female teachers as extracurricular advisors in rural schools (Stage 2, 2:53 PM) - Holly Marcolina, SUNY Potsdam

Responding After: Campus Racism, Student Activism, and Institutional “Legacy” (Stage 2, 3:02 PM) - Katherine S. Cho, Loyola University Chicago; Jiaming James Zhou, Loyola University Chicago