Welcome to STEM 2024, the 8th International STEM in Education Conference
STEM 2024 brings together education researchers to promote a pan-continental conversation on critical issues pertaining to learning, teaching, design and development in Science, Technology, Engineering and Mathematics (STEM) and Computing Education.
This international conference is a biennial event hosted by a member of a worldwide consortium of universities: The International Society for STEM in Education (ISSE). Member universities include: Queensland University of Technology and University of Sydney (Australia); University of British Columbia and University of Calgary (Canada); Beijing Normal University, South East Normal University, North East Normal University, Southwest University, Shanghai Normal University and Shanghai Jiao Tong University (China).
This year’s conference will be online from August 1 to 3, 2024, hosted by the University of Calgary’s Werklund School of Education.
Conference Chairs:
Pratim Sengupta, Professor, Werklund School of Education, University of Calgary (Chair)
Douglas Clark, Professor, Werklund School of Education, University of Calgary (Co-Chair)
Jennifer Lock, Professor & Vice Dean, Werklund School of Education, University of Calgary (Co-Chair)
Contact: isse2024 at easychair dot org
Registration
All presenting authors are required to register for the conference.
Registration fees:
- Students: $50 (CAD) + 5% GST
- Faculty and postdocs: $100 (CAD) + 5% GST
- General attendees: $100 (CAD) + 5% GST
Deadline for registration: July 25, 2024
Keynote Speakers
Dr. Jennifer Adams
Dr. Jrene Rahm
Dr. Aditi Wagh
Dr. Greg Lowan-Trudeau
Dr. Jennifer Adams
Jennifer D. Adams is a Tier 2 Canada Research Chair of Creativity and Science and Associate Professor at The University of Calgary where she holds a dual appointment in the Department of Chemistry and Werklund School of Education. She is the PI of the Creativity, Equity and STEM Lab where she leads her team in research on equity in STEM teaching and learning environments with an emphasis on anti-deficit, learner-centred, and justice-oriented approaches.
Dr. Jrène Rahm
Jrène Rahm is an Educational Psychologist and Full Professor at the Université de Montréal, Canada with an expertise in the learning sciences and educational anthropology. Through multi-sited and longitudinal studies grounded in sociocultural and critical theory, driven by a space-time lens, she explores diverse youths’ navigations of community organizations, gardens, and other educational venues, driven by future aspirations of becoming somebody. That interest led to stories of counter-spaces and educational pathways in science marked by equity and social justice.
Dr. Aditi Wagh
Dr. Aditi Wagh is a Research Scientist in the Scheller Teacher Education Program at MIT. Her work sits at the intersection of learning sciences, science education and computing. Her research examines how computational modeling can become a tool for expression and sense-making for youth in classrooms and informal learning spaces. In one line of inquiry, she collaborates closely with teachers in school districts to make computational modeling a sustained practice in classroom communities. More recently, she has started thinking about how more expansive experiences with computational modeling can enable youth to relate modeling and scientific sense-making with everyday practices. Dr Wagh leads several NSF projects in science and computing education. She has a PhD in Learning Sciences from Northwestern University.
Dr. Greg Lowan-Trudeau
Greg Lowan-Trudeau, PhD is Associate Professor in Curriculum and Learning with the Werklund School of Education at the University of Calgary. His research occurs at the intersections of environmental education and communication with science, technology, and society (STS). Greg often explores topics related to critical media literacy, critical energy literacy, digital technologies, climate change, environmental politics, outdoor and experiential approaches, environmental justice, and intersectional perspectives. His current methodological interests include content, discourse, and framing analysis.