RT Journal Article SR Electronic T1 Evaluating Promising Practices in Undergraduate STEM Lecture Courses JF RSF: The Russell Sage Foundation Journal of the Social Sciences FD Russell Sage Foundation SP 212 OP 233 DO 10.7758/RSF.2016.2.1.10 VO 2 IS 1 A1 Reimer, Lynn C. A1 Schenke, Katerina A1 Nguyen, Tutrang A1 O'Dowd, Diane K. A1 Domina, Thurston A1 Warschauer, Mark YR 2016 UL http://www.rsfjournal.org/content/2/1/212.abstract 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.