2023 ASTE Annual Conference
January 11-14, Salt Lake City, UT
The ASTE Annual Meeting takes place in January of each year, and provides an opportunity for our membership to engage with current research, policy, and practice and to promote improvements in science teacher education.
We are excited to announce the Call for Proposals for the 2023 ASTE Annual Conference: Science Education Elevated.
Table of Contents
Science Education Elevated!
The Call to Action for Science Education: Building Opportunity for the Future (National Academies of Sciences, Engineering, and Medicine, 2021) indicates that scientific knowledge and thinking are essential for democracy and our future STEM workforce. Recent attacks on democracy, threats from nuclear weapons, climate change, racial and economic injustices, and a global pandemic create an urgent need to address these national and international challenges. Thus, science education must be elevated to a higher priority. This conference meets this challenge by elevating science education through cutting-edge research and innovative practices.
Dr. Lawrence Krissek
The Ohio State University
Title: Doing Research in Antarctica: Ice Shelves, The Underappreciated Brakes on the Antarctic Ice Sheets
Abstract: Antarctica is often described as “the highest, coldest, driest, windiest place on earth,” yet each year several thousand U.S. scientists and support personnel travel there to conduct research at three permanent bases, at numerous temporary field camps, and aboard research vessels. This talk will introduce you to the physical environment of Antarctica, will describe how and where scientists work in Antarctica, and will identify the major scientific questions that are the present focus of much Antarctic research. We will then focus on the condition of the Antarctic ice sheets and their ice shelves over the past few decades, demonstrating the crucial role that ice shelves play in influencing the rate of ice loss from the large ice sheets. We will conclude by examining the results of an innovative seafloor coring project, which revealed an unexpected history of major changes in the extent of the McMurdo and Ross Ice Shelves over the last 5 million years. This history of significant past variability suggests that Antarctic contributions to future sealevel changes may be larger than originally expected.
ASTE Conference Planning Committee
Conference Planning Committee Chair, Lisa Borgerding
Local Conference Chair: Rita Hagevik and Kathy Trundle
Program Coordinator, Kelly Feille
Graduate Student Member, Elizabeth McMillan
Ex Officio Members:
ASTE President, Rommel Miranda
Director of Electronic Services, John Rhea
Equity Committee Representative, Phillip Short
Executive Director, Kate Popejoy
Local Planning Team:
Jennifer Claesgens, Weber State University
Adam Johnston, Weber State University
Max Longhurst, Utah State University
Debra Spielmaker, Utah State University
Louisa Stark, The University of Utah
Laura Wheeler, Utah State University
The ASTE conference is organized by ‘Threads’ that bring together sessions and topics related to a variety of member interests. Our current Conference Threads and Chairs are listed below.
College & University Science Education: Proposals for this strand will address issues such as conceptual change, content knowledge, pedagogical content knowledge, etc. that are pertinent to higher education science faculty who work with science teachers or science teacher educators, community, and after-school programs.
Chairs: Katie Green and Lu Wang
Curriculum, Pedagogy, and Assessment: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about curriculum, pedagogy and assessment for current and future science teachers as used by science teacher educators and in science departments.
Chairs: Laura Schisler and Yohanis De La Fuente
Educational Technology: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about technology use and training for present and future science teachers as used by science teacher educators.
Chairs:Colby Tofel-Grehl and Joshua Ellis
Equity & Diversity: Proposals for this strand will foreground and critically examine issues of equity, inclusion, and diversity that are central to science teacher education, science education, and science.
Chairs: Preethi Titu and David Steele
Ethnoscience and Environmental Education: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about culture, diversity and environmental education for current and future teachers.
Chairs: Sarah Haines and Sarah Carrier
History, Philosophy, and Nature of Science: Proposals for this strand will be in the form of practice, theory or research pieces that inform science teacher educators about history, philosophy and the nature of science (not limited to science practices) for current and future science teachers.
Chairs: Alister Olson and Alex Sobotka
Informal/Out-of-School Science Education: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about informal science education for current and future science teachers.
Chairs: Michelle Forsythe and Sara Heredia
Policy, Advocacy and Reform: Proposals for this strand will be in the form of practice, white papers, position statements or research pieces that inform science teacher educators about policy and reform and how each impacts science teacher educators and education.
Chairs: Daniel Carpenter and Carrie-Ann Sherwood
Preservice Science Teacher Preparation-ELEMENTARY: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about science teacher preparation programs.
Chairs: Tina Vo and Rebekah Hammack
Preservice Science Teacher Preparation-MIDDLE/SECONDARY: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about science teacher preparation programs.
Chairs: Rachel Sparks and Su Gau
Professional Development for Science Teacher Educators (Workshops) Proposals for one-hour workshops for science teacher educators can be submitted to this strand. Workshops are currently embedded in the conference schedule, rather than being scheduled preconference.
*Chaired by the PD Committee
Science Teacher Professional Development-ELEMENTARY: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about science teacher professional development.
Chairs: Wendy Ruchti and Karl Jung
Science Teacher Professional Development-MIDDLE/SECONDARY: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about science teacher professional development.
Chairs: Debbie French and David Sparks
STEM Education: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about STEM education, our understanding of what STEM means and the National Standards for STEM for future and current science teachers.
Chairs: Emily Dare and Jacob Pleasants
Student Learning P-12: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about the relationship between student learning and current and future science teachers.
Chairs: Stephen Thompson and Richard Lamb
Concurrent Session Formats
There are several different session formats featured at our annual conference on a regular basis. Proposals should indicate the relevant format for the proposed session.
Individual Paper Presentation: Each one-hour session consists of three individual papers related to the same thread as determined by the conference chairs. Each presenter will discuss a research study, philosophical viewpoint, position, or innovative idea. The session presider will manage the time and facilitate the transition from one presenter to the next. (20 minutes per presenter)
Themed Paper or Poster Set: Each one-hour session consists of a group of presentations related to a common theme as determined by the authors. The proposals must be submitted as a group to be considered as a single themed session. Each presenter will discuss research, a philosophical viewpoint, position, or innovative idea. A discussant may be chosen by the group submitting the themed paper set, but will not be provided by ASTE. Authors will need to determine how to use the allotted time.
Individual Poster Presentation: Each presenter will prepare and display a visual representation of research (completed or in-progress), issue, or practice related to science teacher preparation. Appropriate displays include posters or other creative formats. Presenters will participate in one-on-one conversations about their displays during the formal poster session.
Small Group Roundtables: Each (one-hour) session offers the opportunity for participants to share and discuss creative pedagogy, issues and trends, culture, history, and research in an intimate and informal manner. Presenters will be paired with two to five presenters with papers on a similar topic. A presider will allow each presenter to provide a brief synopsis (5-7 minutes) and then allow time for table group discussion to share perspectives on the issues presented. Audience members may circulate among tables throughout the session.
Syllabus Sharing: This format has been designed for the purpose of sharing science education syllabi. Presenters should include evidence of outcomes or student learning to support the course activities and assessments. To submit a syllabus, select all the appropriate descriptors for this course. These presentations will be grouped into a single poster session. *Syllabus sharing does not apply to the limits on first authorship.
Professional Development for Science Teacher Educators (Workshops): Opportunities are embedded within the conference schedule (same time as concurrent sessions) for one-hour engagement in sessions designed to provide professional development for science teacher educators on a variety of topics related to teaching, research, and career growth/development.
Exploratory Session: This session type is intended to elicit the creativity of our membership to share innovative ideas in innovative ways. Do you envision something relevant to the ASTE membership that doesn’t quite fit a workshop or other format above? Propose this type of format to engage members in a 1-hour session on a topic of your choice. *Keep in mind that this is an “alternative” session type. Attendees will be coming to your session expecting a different experience in some noticeable way. Don’t approach the planning the same way you would any other format, and make sure they leave feeling like it was correctly labeled as an exploratory session.
Proposal and Submission Guidelines
Submission Process and Deadline
To receive full consideration, proposals must have been submitted and any edits must be completed by midnight, Pacific Daylight Time, the night of June 30, 2022. Any proposal submitted after that date will only be considered if space and time permit.
To submit your proposal, visit: https://theaste.org/meeting/proposal-submission/
Proposal Requirements & Author Limitations
Proposals submitted for presentations at the ASTE Annual Conference MUST be original work that has not been / will not be presented at any other conference (e.g., AERA, ASERA, NARST, EASE, ESERA). In addition, authors are limited to being:
- First author on only one stand-alone paper or a paper within a related paper set.
- First author on only one interactive poster paper.
- First author on only one roundtable.
- Presenter in only one symposium.
- Secondary author on any number of stand-alone, related paper set, and/or interactive poster papers.
- Workshops are exempt from author limitations.
Guidelines for Preparing Your Proposal
Proposals should be single-spaced with 1” (2.54cm) margins on US Letter size (8.5” by 11”) and use fonts no smaller than 12pt. Proposals for all sessions types except themed paper/poster sets should be no more than 5 pages in length. Themed paper/poster sets should be submitted as a single proposal of no more than 10 pages. References, tables, and figures do NOT count toward your page limit and should adhere to APA format. All proposals should be blinded for review, utilizing pseudonyms for names of authors and other identifying information (location, name of program, etc.) and submitted as a PDF file.
Program Abstract – Please include a brief description (no more than 350 characters including spaces) that will appear along with your title in the program.
Proceedings (Full) Abstract – Please provide an abstract (no more than 2100 characters including spaces) that will be included in the conference program proceedings.
Proposal Body – Your session proposal should address the following:
- Identify the challenge or issue within science teacher education that your presentation addresses.
- Describe your theoretical or conceptual framework and describe the work you have been doing to address the challenge or issue you have indicated. If this is a research study, then supply some findings.
- Explain your findings and/or the information you will present to those in attendance.
- Justify your presentation’s contribution to the knowledge base for science teacher education.
- Identify who within the ASTE membership would be most interested in your presentation (e.g., methods instructors, educational researchers, curriculum developers, etc.) and what you expect for them to learn from this presentation.
- Provide a comprehensive reference list.
All proposals for the annual meeting are reviewed by at least two proposal reviewers, using the rubric criteria below. The criteria are designed to address diverse submission types (e.g., research studies as well as position papers or descriptions of innovative programs or practices).
REVIEW CRITERIA Criteria (1=inadequate to 5=superior)
- Clear focus/problem: The proposal has a clear focus and/or addresses a problem that is timely and significant to science teacher education.
- Theoretical or conceptual framing: The research study, philosophical viewpoint, position, or innovation described in the proposal is grounded in a conceptual or theoretical framework and in the research base for science teacher education.
- Methodology/Design (for research study) or Organization/Quality (for other presentation types): For research studies, the work is based on sound methodology and research practices.
- For philosophical viewpoints, it is clear how the logic and coherence of arguments is tied to the theoretical or conceptual framework.
- For position papers, the position is well-grounded in the existing literature and considers multiple perspectives and arguments.
- For innovations, there is a clear connection to the theoretical or conceptual framework and pedagogical perspective of the authors.
- For workshops, explain who within the ASTE membership would be most interested in your presentation, the expertise/experience of the workshop presenters, the learning objectives, and a description of the workshop activities and instructional strategies that will be used.
- Findings/Conclusions (if research study), Contributions (for philosophical viewpoints, position paper, or innovations), and Evaluation/Support (for workshops): The work contributes to the knowledge base in science teacher education either through using evidence to answer one or more research questions, articulating a philosophical viewpoint, synthesizing the existing literature and the implications for practice, and/or by providing evidence of the effectiveness of an innovation.
For a workshop, please describe how you will assess whether participants have met the learning objectives and how you will offer support to participants for continuing their learning/collaboration after they return to their home institutions.
- Relevance to science teacher education: The proposal is relevant to the mission of ASTE to advance policy and/or practice through scholarship, collaboration, and innovation in science teacher education.
- Interest to the ASTE membership: The proposal session has implications for the work and interests of the ASTE membership– including science teacher educators in a variety of roles, and contexts (e.g., preservice/ inservice or formal/ informal).
ASTE members play a vital role in making our annual conference a success! Please consider serving our association in one of the volunteer roles below. You must be a current (2022) member to be appointed to these positions. To volunteer, please fill out our online application.
Thread coordinators are appointed for a 2-year term. They work with the ASTE Program Coordinator to build the conference program by evaluating proposal reviews for their assigned conference thread, and making a final recommendation based on that to accept/reject proposals to the annual meeting. They also suggest ways that accepted proposals might be grouped to create coherent sessions. Most of the Thread Coordinators’ work takes place in late July to mid-August, and is conducted remotely.
Proposal reviewers are appointed annually to review proposals submitted to a particular conference thread using the review criteria as specified in the Call for Proposals. Reviews are managed online through the ASTE website, and are submitted electronically. Reviewers typically are responsible for reviewing 6-8 proposals, depending on the number of submissions and number of reviewers.
Session presiders help ensure our annual meeting runs smoothly and is a positive experience for both presenters and attendees! Presiders identify and welcome the presenters to the assigned session, assist them in preparing to use the presentation equipment, and verify the order of presentations for the session. They also monitor time to ensure the session begins/ends as scheduled, and ensure that all presenters are provided their allotted time to speak. They facilitate question & answer from the audience, and thank presenters and attendees for participating in the session.