Gurupriya Ramanathan

National Science Teaching Association (NSTA) Annual Conference, Anaheim, CA

How do we keep wonder alive in elementary science instruction? This session introduced 'the Curiosity Cycle', a simple yet powerful four-phase framework that supports inquiry-based, student-centered learning aligned with the Next Generation Science Standards (NGSS). Built around the phases of Provocation, Questioning, Exploration, and Reflection, the Curiosity Cycle offers concrete strategies and tech tools—such as digital Wonder Walls, visual modeling apps, and journaling platforms—that can be immediately used in the classroom by in-service teachers and pre-service teacher candidates. This approach is designed to deepen conceptual understanding, boost student engagement, and foster inclusive participation across diverse learning environments.

International Forum on Research Excellence (IFoRE) Annual Conference, Washington, DC

This exploratory study sought to address the gap in STEM teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention from educators, politicians, STEM industries, and the media across the nation. Numerous state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self-reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is strengthening STEM competencies and career goals in every K–12 student. To do this, teachers must be educated on how to integrate STEM content into their curriculum. This study sought to explore teacher perceptions about their teacher preparation programs: strengths and gaps in their STEM preparatory experiences; and the potential to develop STEM micro-credentials to better prepare teachers to integrate STEM into their teaching. Participants included a combination of undergraduate preservice teachers and graduate early-career teachers. Researchers conducted open-ended questionnaires with participants to identify their STEM preparatory experiences, and their perspectives on a STEM micro-credential. Findings show that the majority of participants received very little to no STEM preparation. Further, participants were asked to share their perspectives on preferred type of professional development (PD) and STEM micro-credentials. Nearly all of the participants agreed that a self-paced micro-credential (blending online and in-person instruction) would be an effective format of PD. Findings suggest micro-credentials could be a successful solution for STEM PD.

Literacy Research Association (LRA) Annual Conference, Atlanta, GA

The Roundtable presentation describes a research project that is currently in progress at the Department of Early and Elementary Education. The project investigates the impact of maker education on pre-service teacher instruction when infused into an early literacy methods course (ELED 330: Integrated Language Arts, grades 3-6). We are currently investigating pre-service teacher use of maker educational practices when working with students in an upper-level literacy course (ELED 410: Literacy Assessment and Intervention; taken the semester following ELED 330), which has a clinical component in the May Literacy Center (literacy clinic based on campus), and in their internship settings (in a local public-school classroom). Work on publishing final results in academic and practitioner journals is ongoing.