C-STEMEC partners actively conduct research about STEM teaching, learning, and leading. Recent research studies and evaluation efforts include:
- CEMSE’s NSF-funded project, “The Ohio STEM Learning Network: A Study of Factors Affecting Implementation, Spread and Sustainability,” in collaboration with the Battelle Center for Mathematics and Science Education Policy(BC) in the John Glenn School of Public Affairs at the Ohio State University with cooperation of the Ohio STEM Learning Network (OSLN). This study examines the factors affecting the implementation, spread and sustainability of innovative STEM teaching and learning at the secondary school level. It focuses on one portion of OSLN’s effort – the Platform Schools Initiative.
- CEMSE’s Research and Evaluation of Mathematics and Science Implementation (REMSI) Project, which grew out of funding for three, complementary studies taking place from 2011 to 2014. Through this project we seek to understand how to adapt innovations over time to accomplish intended goals for STEM education in the future.
- CEMSE’s NSF-funded STEM School Study, which is examining the landscape of inclusive STEM high schools across the United States. This study will comprehensively describe and measure models of 20 inclusive STEM high schools in five states, measure the factors that affect their implementation, and examine the relationships between model components and a range of student outcomes.
- CEMSE’s evaluation of the Boston Schoolyard Initiative; Early Elementary Science Program; Science, Engineering and Technology for Students, Educators and Parents; and evaluation of a number of other STEM-related projects.
- CEMSE’s Building An Operating System for Computer Science Education, which describes the current state of high school computer science professional development in the USA.
- Loyola’s Scale-Up, which analyzes mathematics and science instructional improvements efforts in Chicago from 2002 to 2008.
- UIC Learning Sciences Research Institute, in partnership with the Charles A. Dana Center at the University of Texas at Austin and Agile Mind, Inc., is participating in an NSF-funded research and development project, Intensified Algebra, a comprehensive double-period algebra intervention for use with underprepared 9th grade students, the goal of which is to catch students up to their peers via a system of supports that complements a rigorous algebra core.