This $103,921 National Science Foundation project grant supports the development of quantitative models relating student learning outcomes and affect to varying degrees of instructional reform at Utah Valley University from June 2023 to May 2026. Through the NSF's STEM Education program (CFDA 47.076), the awardee will design introductory geoscience lessons at different levels of reformed teaching practice based on established classroom observation protocols. Lessons will be administered across...
This National Science Foundation project grant award of $990,856 provides funding from June 1, 2023 to May 31, 2028 to explore the impact of classroom observation protocols on instructor motivation and teaching practices under the federal STEM Education program (CFDA 47.076). The University of California San Diego, in collaboration with the University of California Riverside, will deliver professional development and research on instructional improvement to 60 science and math faculty across the...
This $119,548 National Science Foundation project grant supports the development and delivery of introductory geoscience lessons at the University of South Carolina aimed at quantifying the relationship between instructional reform practices, student learning, and student attitudes. Specifically, the grantee will design lessons delivered at varying levels of reformed teaching methodology as measured by the Reformed Teaching Observation Protocol and Classroom Observation Protocol for...
This National Science Foundation project grant of $994,973 will fund research exploring the impact of classroom observation protocols on instructor motivation and teaching practices in STEM fields. Awarded under the NSF STEM Education program (CFDA 47.076), the five-year project will involve collecting data from structured and informal observation protocols in courses across disciplines at the University of California, Riverside and the University of California, San Diego. Sixty instructors will...
This $211,477 National Science Foundation project grant supports the development and implementation of introductory geoscience lessons at Boise State University to quantify the relationship between student learning outcomes, affect, and levels of instructional reform. The grant aims to design lessons classified as teacher-centered, transitional/interactive lecture, and student-centered using the Reformed Teaching Observation Protocol and Classroom Observation Protocol for Undergraduate STEM....
This $1,535,959 federal project grant award from the National Science Foundation's Discovery Research PreK-12 (DRK-12) program (CFDA 47.076) supports an initiative to develop an innovative model for rural science teacher professional development via technology-mediated lesson study. The project aims to enhance the pedagogical skills and science expertise of 88 high school biology and chemistry teachers in four rural regions of Utah, reaching approximately 10,000 rural students annually. Key...
This $203,017 federal Project Grant award from the National Science Foundation's STEM Education program (CFDA 47.076) aims to investigate the cognitive processes supporting student and expert reasoning about complex atmospheric processes, including extreme weather prediction. The research team, which includes a cognitive scientist, geoscience education researcher, and two atmospheric scientists, will embed themselves in 11-day field studies to observe student and expert practice, ask...
This $499,998 federal Project Grant award from the National Science Foundation (NSF) under the Discovery Research PreK-12 (DRK-12) Program (CFDA 47.076) aims to establish and pilot a "laboratory classroom" to capture real-time data on individual student learning processes and classroom dynamics. The goal is to advance understanding of how student-level factors and classroom experiences interact to influence STEM learning, particularly for historically marginalized populations. Key...
This National Science Foundation (NSF) IUSE: EHR (CFDA #47.076) Project Grant award of $164,956 to Chico State Enterprises aims to quantify the relationship between teaching methods, student learning, and student attitudes in introductory geoscience courses. The project will design a series of lessons classified as teacher-centered, transitional, and student-centered based on classroom observation protocols. These lessons will be implemented at four institutions over multiple semesters, with...
This federal Project Grant award, valued at $1,785,274.00 and issued by the National Science Foundation's Division of Research on Learning in Formal and Informal Settings, supports a four-year study on investigating changes to teachers' classroom practices after participating in different professional development models. The key products and services delivered through this STEM Education (CFDA 47.076) grant include survey data collection, simulated recall interviews, semi-structured...