For the Studies in Biology, CIRCLE and the Department of Biology are collaborating on evaluation of evidence-based curricular innovations in the introductory biology sequence and an upper-division biology course.
The Concept-building Approaches in STEM study asks whether students’ general concept-building approaches (theory- based vs. rote) predict performance in introductory Chemistry courses and other STEM courses at Washington University and collaborating institutions.
The Studies in Introductory Physics center around understanding student attitudes, conceptual gains, problem-solving performance, and knowledge structures in introductory physics courses.
The Studies in Introductory Psychology entail the creation of an assessment tool for student learning of core concepts in introductory psychology as well as investigation of the impact of active-learning strategies on student learning in introductory psychology.
The Psychological Interventions in General Chemistry explore the effects of promoting a growth mindset and fostering social belonging on student performance in the course. A growth mindset is an outlook that sees ability and intelligence as fluid and built through practice, rather than predetermined and fixed. Social belonging involves a feeling of connectedness and a sense of having positive relationships with others.