Complementing statistical research methods in education, we present a dynamical model of student learning that simulates students' learning processes in a typical classroom setting, considering student enthusiasm and exhaustion. We collected two semester's worth of data measuring self-rated perceived learning as well as enthusiasm and exhaustion levels on regular intervals. Given the semester-long datasets, we use the enthusiasm and exhaustion data as dynamic inputs (kernels) to simulate student learning, obtaining comparable patterns of student learning to observation. For the second semester, we additionally collected peer interaction data during the weekly problem-solving sessions, allowing us to measure the impact of grouped-learning and formation of interaction networks among the students. The patterns seen in the dataset suggest opinion polarization as one of the driving forces behind the learning patterns observed; accordingly, we expand the dynamical model to construct an agent-based network model to simulate opinion polarization over time and the impact it has on simulated student learning.

This literature scoping review explores how storytelling can foster Social and Emotional Learning skills in Early Childhood Education. As Social and Emotional Learning gains traction in education, there is also momentum in the literary world, with children’s books being published that incorporate social and emotional themes. This raises the question: Is storytelling, in all forms (such as, written stories, spoken stories, and visual stories), a best practice for helping young children understand their own emotions, empathize with others, and navigate social contexts with their peers and adults? This review focuses on what Social and Emotional Learning is, why it is important, and the gap in current literature on utilizing storytelling as a tool for Social and Emotional Learning in Early Childhood Education, with limited research on the impact in specialized contexts, such as students with exceptionalities.

Though young women exhibit levels of interest and skill in STEM comparable to those of their male counterparts, women remain underrepresented in STEM career fields. One phenomenon influencing this gap is “STEM identity,” or the perception of oneself in relation to STEM subjects. Students with strong STEM identities may pursue STEM fields, while those without may not, despite having skills and interest in STEM. Traditional environments that foster STEM identity (such as classrooms) often fail to foster equitable STEM identities for girls. This is where informal learning environments, such as STEM Camps, come in. In this study, we will organize a week-long day camp during which we engage 12 middle school girls in STEM activities. We will measure STEM identity through pre- and post-questionnaires with categories including: belonging/identity, career awareness, interest, recognition, and competence. In addition, we will conduct interviews to measure foundational scientific understanding. The capacity of informal learning environments to support traditional learning environments is well documented, but less so is the “how” behind their success. We plan to test whether STEM camps are significant in strengthening STEM identity in middle school girls and identify specific characteristics of the camp that maximize benefits for all learners.  We hope to help fill the gap in informal learning opportunities in our community and promote attention towards the development of these opportunities. Gradually, it may lead girls to pursue STEM fields and careers at the same rate as their male counterparts, ultimately leading to equal representation of women in STEM.