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 Undergraduate STEM. Student learning and interest will be assessed through conceptual tests and surveys. Demographic data will also be analyzed to determine any differential impacts. Modeling will identify factors best predicting student learning gains. Outcomes will characterize how student learning scales with instructional reform degrees. By integrating demographics, learning, and affect data, the project seeks to generate information on learning and affect for traditionally underrepresented groups. Insights aim to provide a framework for faculty to determine practices optimizing student success based on clear learning targets. Funded under the National Science Foundation's STEM Education program (CFDA 47.076), this June 2023 award supports the project through May 2026.
Mod # | Description | Reason For Modification | Federal Obligation (Click to sort descending) | Date (Click to sort ascending) |
|---|---|---|---|---|
| Not listed | $119.5k | 12/30/22 |