Information from the conference will be disseminated through multiple outlets. Participants will have the opportunity to publish an article in either the Conference Proceedings for Breaking Boundaries or a Special Issue of Journal of Research in STEM Education.
Conference Proceedings will be published by the online LMU Digital Commons. Articles,up to 5-pages in length, will be given a DOI and indexed on ERIC and Google Scholar. Accepted manuscripts, published in Loyola Marymount University's Digital Commons, will be licensed with a Creative Commons (CC-BY) license. This grants authors permission to publish the same work in an edited book or journal, provided their acknowledgement of the original publication in the Proceedings of Breaking the Boundaries in STEM Education Conference. Conference participants that submit a manuscript for review will be asked to review two other submitted manuscripts.
Submissions for the Conference Proceedings will be accepted on a rolling basis.
Special Issue of J-STEM
Journal of Research in STEM Education, J-STEM, publishes original manuscripts that use rigorous quantitative, qualitative, or mixed methods studies on topics related to STEM concepts, practices and pedagogies in educational settings. In this special issue, there are expected to be four articles connected to each theme of the conference. Guest editors for the special issue will be Drs. Anna Bargagliotti, Dorothea Herreiner, and Jeff Phillips. Conference participants that submit a manuscript for review will be asked to review two other submitted papers.
Timeline for submissions for the Special Issue
- Submitted manuscripts due: October 15, 2017
- Final revisions due: February 2018
- Special issue publication: March 2018
Editor-in-Chief of Journal of Research in STEM Education
Dr. Mehmet Aydeniz is an Associate Professor of Science Education at the University of Tennessee, Knoxville (UTK). Dr. Aydeniz received his doctoral degree from The Florida State University. Dr. Aydeniz’s research focuses on pre-service and in-service science teachers’ adoption of reform-based instructional practices and assessment of student learning. His current work focuses on understanding, characterizing and improving student engagement during model-based learning activities. Most recently, he has started a research line that focuses on science teachers’ pedagogical content knowledge for teaching engineering design.
Questions? Email BreakingBoundaries@lmu.edu