PT  - JOURNAL ARTICLE
AU  - Lynn C. Reimer
AU  - Katerina Schenke
AU  - Tutrang Nguyen
AU  - Diane K. O'Dowd
AU  - Thurston Domina
AU  - Mark Warschauer
TI  - Evaluating Promising Practices in Undergraduate STEM Lecture Courses
AID  - 10.7758/RSF.2016.2.1.10
DP  - 2016 Apr 01
TA  - RSF: The Russell Sage Foundation Journal of the Social Sciences
PG  - 212--233
VI  - 2
IP  - 1
4099  - http://www.rsfjournal.org/content/2/1/212.short
4100  - http://www.rsfjournal.org/content/2/1/212.full
AB  - Over the course of one year, we systematically observed instruction in nearly all large gateway STEM courses at the University of California, Irvine to assess the prevalence of promising instructional practices and their implications for student success. More than half of the courses included promising instructional practices. Our most conservative student fixed-effects models suggest that students earn slightly higher grades in courses where instructors use explicit epistemological instruction, frequent assessment, and interactive instruction. Although we find no evidence to suggest that these strategies have lasting effects for the average UC Irvine student, we do find they have unique positive effects on the achievement of first-generation college students.