Lynn Reimer, University of California, Irvine, School of Education
Amanda Nili, University of California, Irvine, School of Education
National Science Foundation, September 12, 2012–August 31, 2015, Grant No. 1256500, $300,000
The study uses observations, interviews, document analysis, and video analysis to examine instructional practices in large undergraduate lecture courses at UCI, particularly in STEM (science, technology, engineering, and mathematics). The study began in 2012 with the intention of documenting the relative presence or absence of practices that potentially promote more active and engaged learning (e.g., enhanced faculty-student interaction, enhanced peer interaction, greater attention to problem-solving strategies, more opportunities for personalized learning, opportunities to receive and communicate information across diverse channels and modalities, more data-based instruction). Now that baseline data have been collected over the course of two years, the study is comparing instructional practices with student outcome data to determine the efficacy of these promising practices. Our long-term goal is the improvement of undergraduate education and increased retention of diverse learners in STEM fields and beyond.
For ongoing activities, publications, and additional information please visit the Project SPROUT Page
Getting involved: Contact Amanda Nili at email@example.com for more information.