Supporting changes in undergraduate science, technology, engineering, and mathematics (STEM) instruction requires an understanding of the relationship between STEM instructors' conceptions and practices. In this study, the authors used the Teacher-Centered Systematic Reform (TCSR) model as a framework to understand how instructors' conceptions are…

Discipline-based educational researchers and institutions that provide guidance on Science, Technology, Engineering, and Mathematics instruction have long documented the impact of active learning strategies on student learning and achievement, the lack of incorporation of active learning into undergraduate instruction, and the languishing rates of…

Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the…

This quantitative, exploratory study examined whether a Project-Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student-reported chemistry ability beliefs from pre- to post-course, and provided explanations for…

Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value…