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Evaluating Promising Practices in Undergraduate STEM Lecture Courses

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Feb 21, 2021 version files 33.95 MB

Abstract

Observations were collected 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).