Emily A. Dare

Emily A. Dare

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Assistant Professor of STEM Education, Cognitive and Learning Sciences

  • PhD, STEM Education, University of Minnesota, 2015
  • MS, Physics, Tufts University, 2011
  • BS, Physics, Brandeis University, 2008

Research Interests

  • STEM Education
  • In-service teacher education
  • Teacher beliefs
  • Curriculum writing and assessment
  • Gender equity in science/STEM
  • Student interest in STEM

Recent Publications

  • Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2014). Driven by beliefs: Understanding challenges physical science teachers face when integrating engineering and physics. Journal of Pre-College Engineering Education Research, 4(2), 47-61. Read More
  • Dare, E. A., Childs, G. T., Cannaday, E. A., & Roehrig, G. H. (2014). Blasting off with engineering! Science & Children, 52(3), 60-64. Read More
  • Ellis, J., Dare, E., Voigt, M., & Roehrig, G. (2015). Rethinking the egg drop with NGSS science and engineering practices. Michigan Science Teachers Association Journal, 60(2), 61-66. Read More
  • Ellis, J., Dare, E., & Roehrig, G. (2016). From consumers to creators: Adventure Learning and its impact on pre-service teachers’ TPACK and technology integration. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2617-2625). Chesapeake, VA: Association for the Advancement of Computing in Education. Read More
  • Dare, E. A., Childs, G. T., Cannaday, E. A., & Roehrig, G. H. (2016). Blasting off with engineering! In L. Froschauer (Ed), Bringing STEM to the elementary classroom (255-261). Arlington, VA: NSTA Press.
  • Dare, E. A., & Roehrig, G. H. (2016). "If I had to do it, then I would": Understanding early middle school students' perceptions of physics and physics-related careers by gender. Physical Review Physics Education Research, 12(2). doi: 10.1103/PhysRevPhysEducRes.12.020117 Read More
  • Dare, E. A., Rafferty, D., Scheidel, E., & Roehrig, G. H. (2017). Flood rescue: A gender-inclusive integrated STEM curricular unit. K-12 STEM Education, 3(2), 193-203. Read More

Recent Funding

  • Meyer, A. (PI), Urban, N. (Co-PI), Dare, E. (Co-PI), RET Site: PLACE- Promoting Learning About Computational tools and the Environment. The National Science Foundation (EEC-1542383). Amount Awarded: $599,590. Project Dates: January 1, 2016 - December 31, 2018. Submitted: April 8, 2015. Awarded: September 10, 2015.
  • Dare, E. (PI), Ellis, J. (Co-PI), & Irwin, J. (Co-PI). Engaging Students in Physical Science. MDE Title IIA(3) ITQ Grant 160290-023. Amount Awarded: $116,790. Project Dates: March 28, 2016 – September 30, 2017. Submitted November 20, 2015. Awarded March 25, 2016.

Recent Presentations (2015-present)

  • Dare, E. A., Ortmann, L., Anwar, T., Ellis, J. A., McFadden, J., Moore, T. J., Roehrig, G. H., & Guzey, S. S. (2015, January). From professional development to classroom implementation: Exploring STEM integration in K-12 science education (Themed Paper Set). Association of Science Teacher Education (ASTE). Portland, OR.
  • Dare, E. A., & Roehrig, G. H. (2015, April). Understanding student perceptions about physics: Finding similarities and differences between middle school girls and boys. National Association for Research in Science Teaching (NARST). Chicago, IL.
  • Roehrig, G. H., Dare, E. A., Ellis, J. A., Moore, T. J., & Guzey, S. S. (2015, April). Challenges and successes: Understanding middle school physical science teachers’ experience with STEM integration. National Association for Research in Science Teaching (NARST). Chicago, IL.
  • Dare, E. A., & Roehrig, G. H. (2015, July). Understanding middle school students’ perceptions of physics by gender. American Association of Physics Teachers (AAPT), College Park, MD.
  • Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2015, July). Investigating STEM beliefs and practices of physical science teachers. American Association of Physics Teachers (AAPT). College Park, MD.
  • Ring, E., Dare, E. A. , Crotty, E., & Roehrig, G. H. (2016, January). A work in progress: The evolution of teacher conceptions of STEM education throughout an intensive, 3-week-long professional development. The Association for Science Teacher Education (ASTE). Reno, NV.
  • Ellis, J. A., Dare, E. A., & Roehrig, G. H. (2016, January). The impact of Adventure Learning on pre-service science teachers’ TPACK. The Association for Science Teacher Education (ASTE). Reno, NV.
  • Dare, E.A., & Roehrig, G. H. (2016, January). Considering girl-friendly science instructional strategies within an integrated STEM curriculum. Association of Science Teacher Education (ASTE). Reno, NV.
  • Ring, E., Dare, E. A., Crotty, E., & Roehrig, G. H. (2016, April). Shifting conceptions: Identifying and understanding teachers’ conceptual models of integrated STEM education. National Association for Research in Science Teaching (NARST). Baltimore, MD.
  • Ellis, J. A., Dare, E. A., & Roehrig, G. H. (2016, April). Analysis of pre-service science teachers' TPACK in their creation of an Adventure Learning environment. National Association for Research in Science Teaching (NARST). Baltimore, MD.
  • Roehrig, G. H., Ellis, J. A., Dare, E. A., & Sheldon, T. D. (2016, April). Evaluation of STEM-Integrated Lessons Using the Modified RTOP. National Association for Research in Science Teaching (NARST). Baltimore, MD.
  • Ring, E. A., Dare, E. A., Roehrig, G. H., Titu, P., & Crotty, E. A. (2016, October). Science teachers’ conceptions of integrated STEM education and how these conceptions influence curriculum development. North-Central Meeting for The Association for Science Teacher Education (NCASTE). Des Moines, IA.
  • Dare, E. A., Ring, E. A., & Roehrig, G. H. (2016, October). Addressing and understanding models of STEM integration. North-Central Meeting for The Association for Science Teacher Education (NCASTE). Des Moines, IA.
  • Ring, E. A., Dare. E. A., Roehrig, G. H., Titu, P., & Crotty, E. A. (2017, January). Putting conceptions into practice: Understanding how science teachers prioritize aspects of STEM integration in curriculum writing. The Association for Science Teacher Education (ASTE). Des Moines, IA.
  • Dare, E. A., & Roehrig, G. H. (2017, March). Exploring middle school students’ perceptions of physics: A gender study. 2017 American Association of Physics Teachers (AAPT) Winter Meeting. Atlanta, GA. [Invited]
  • Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017, March). NARST-sponsored session: Shifting conceptions: Identifying and understanding teachers’ conceptual models of integrated STEM education. National Science Teachers Association (NSTA). Los Angeles, CA.
  • Ring, E. A., Dare. E. A., Roehrig, G. H., Titu, P., & Crotty, E. A. (2017, April). Understanding conceptual effects: How teachers’ conceptual models of integrated STEM education influence curriculum writing. National Association for Research in Science Teaching (NARST). San Antonio, TX.
  • Dare, E. A., Ring, E. A., & Roehrig, G. H. (2017, April). Creating STEM continua: A phenomenographic approach to understanding perceptions of STEM integration models. National Association for Research in Science Teaching (NARST). San Antonio, TX.

Teaching Experience

  • ED 5700: Introduction to Education Research
  • ED 4700: Fundamentals of Instruction