Documenting Instructional Practices in STEM Lecture Courses

Investigators: Mark WarschauerThurston DominaAnne McDanielDiane O'Dowd, and Sharon Salinger

Funding: National Science Foundation (NSF)

Duration: September 15, 2012 to August 31, 2014

The study uses observations, interviews, document analysis, and video analysis to examine instructional practices in large undergraduate lecture courses at UCI in STEM (science, technology, engineering, and mathematics). The study will attempt to document the relative presence or absence in practices that are believed promising for promoting more active and engaged learning, such as enhanced faculty-student interaction; enhanced peer interaction; greater attention to problem-solving; more opportunities for personalized learning; opportunities to receive and communicate information across diverse channels and modalities; and more data-based instruction, in which faculty evaluate the effects of their own teaching by gathering and weighing evidence, with a long-term goal of improving undergraduate education and improving retention of diverse learners in STEM fields.