IFS-Virtual Keynote Series
Start: January 11, 2027 and January 18, 2027, both at 3:00 pm (CET)
End: January 11, 2027 and January 18, 2027, both at 6:00 pm (CET)
Location: Online
Registration
The Center for Research on Education and School Development (IFS) at TU Dortmund University organizes the IFS-Virtual Keynote Series (VKS), an event that is internationally oriented and dedicated to significant topics in empirical educational research.
The next VKS will take place on January 11 and 18, 2027, with the theme “Developing STEM Motivation and Future Aspirations”, thus addressing current topics in the PHOENIX project (EXC 3112).
The event will take place online via Zoom.
Renowned international researchers will present their research findings in these areas and will be available for subsequent discussion. The aim is to discuss the significance of artificial intelligence for learning and teaching as well as for educational research. In addition, different theoretical approaches as well as methodological approaches will be presented and different research findings on the main topics will be compiled.
We are looking forward to the upcoming IFS Virtual Keynote Series!
Program: „Developing STEM Motivation and Future Aspirations“
| Date | Title | Speaker | |||
|---|---|---|---|---|---|
11th January | What do we know? Explaining career aspirations and decisions in STEM from perspectives of motivation and identity research | ||||
| 3:00 – 4:15 pm (CET) | Situation Expectancy-Value Theory: What does evidence show | Professor Jacquelynne Eccles, Ph.D. – UC Irvine | |||
| 4:30 – 6:00 pm (CET) | Broadening STEM and Disciplinary Identity Development to Expand STEM Career Aspirations | Professor Zahra Hazari – Florida International University | |||
18th January | What can do do? Psychological interventions fostering motivation, career aspirations and decisions in STEM | ||||
| 3:00 – 4:15 pm (CET) | How Wise Interventions Can Anticipate and Address Foundational Questions to Unleash Motivation in STEM: Do I Belong? Can I Do It? Does It Matter? | Professor Greg Walton – Stanford University | |||
| 4:30 – 6:00 pm (CET) | New Directions and Unanswered Questions in Expectancy-Value Intervention Research for STEM Persistence | Associate Professor Emily Rosenzweig – Columbia University | |||
Abstracts
Situation Expectancy-Value Theory: What does evidence show
In this talk I will summarize the key points of SEVT and summarize the evidence accumulated over the last 40 years to support or refute the predictions inherent in SEVT. I will also suggest some new methodological strategies that are improving our ability to evaluate the validity of some of the more complex proposed developmental sequences.
Broadening STEM and Disciplinary Identity Development to Expand STEM Career Aspirations
Although the number of STEM degrees and occupations are growing, narrow perceptions of STEM and disparities among marginalized groups continue to be pervasive and threaten the way in which STEM fields function and impact future outcomes globally. Considerable evidence points to the importance of STEM/disciplinary identity development as highly influential for youths’ STEM career aspirations and persistence. Given that these discipline-specific identity constructs are culturally defined, they are malleable and can be broadened to reshape and expand STEM fields for a better global future. This keynote describes critical framing for studying STEM/disciplinary identities, as well as educational interventions that can support the broadening of these identity constructions such as counternarratives, counterspaces, and communal classroom cultures.
How Wise Interventions Can Anticipate and Address Foundational Questions to Unleash Motivation in STEM: Do I Belong? Can I Do It? Does It Matter?
As young people look toward adulthood, they ask in many forms who they might become: What communities can they join? What skills do they have and can build? What matters to them and what impact would they like to have? This talk will review brief, psychologically “wise” interventions that anticipate the questions that come up on the path toward STEM fields and how these can be addressed to smooth this path.
New Directions and Unanswered Questions in Expectancy-Value Intervention Research for STEM Persistence
The past decade has seen a number of promising intervention approaches that promote STEM achievement, course-taking, and major persistence by enhancing students' beliefs about competence or task value. Yet the field is also still developing foundational knowledge that informs our understanding of how best to intervene around these beliefs to enhance STEM persistence. In this talk, Emily Rosenzweig will discuss the "future" of value-focused motivational intervention research in STEM fields of study, providing both optimistic evidence of new directions that are enhancing this line of work and critiques of some foundational questions that must be addressed in order to develop this field further. By shedding light on successful - and mixed - past findings from her own value- and cost-focused intervention research, she will advance discussion of how to use expectancy-value based interventions to enhance STEM persistence in the future.