Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program

International Journal of STEM Education

Table 3 Summary of data collected from each case study subject, and information from the courses in which they were collected, during the seven academic quarters of data collection

Subject	Institution	Quarter	Course	Enrollment	Interviews	Videos: # everyday teaching, # tutorial^a	Student percep. Quest. n (%)^b
Celeste	RU	Spring 2015	Intro to Evolution, Ecology, and Biodiversity^d	96	Exit	0,0	83 (86)
Celeste	RU	Fall 2015	Intro to Evolution, Ecology, and Biodiversity^d	94	Ent.	1,1	55 (59)
Peter	CC1	Spring 2015	General Chemistry I^c	34	Ent., Exit	0,1	16 (47)
Peter	CC1	Spring 2016	General Chemistry I^c	49	Ent., Exit	1,1	35 (71)
Phillip	RU	Spring 2014	Intro Geology^e	112	None	1,0	None
		Fall 2014	Intro Geology^e	215	Ent.	0,1	None
		Winter 2015	Intro Geology^e	112	None	0,1	39 (35)
		Spring 2015	Intro Geology^e	232	None	0,1	107 (46)
		Fall 2015	Intro Geology^e	114	Ent., Exit	1,2	None
Travis	RU	Spring 2014	General Chemistry II^c Section A	38	None	1,0	14 (37)
		Spring 2014	General Chemistry II^c Section B	70	None	1,0	41 (59)
		Fall 2014	General Chemistry III^c	90	Ent.	1,1	82 (91)
		Winter 2015	General Chemistry III^c	90	None	0,0	79 (88)
		Spring 2015	General Chemistry III^c	76	Exit	1,1	63 (83)
	CC1^e	Fall 2015	General Chemistry I^c	21	Ent., Exit	1,1	15 (71)
		Winter 2016	General Chemsitry I^c	24	Ent.	1,1	3 (13)
		Spring 2016	General Chemsitry I^c	26	Ent., Exit	1,1	None

^aVideos were taken for most subjects of teaching episodes representing both everyday classroom teaching, where standard course materials, such as the textbook and slides were used, as well as the use of a new learning activity they developed during a summer institute or workshop (we call these tutorials). Relatively late in this research project, we decided to analyze only the former because these would allow us to better capture the teaching strategies used in daily instruction. Tutorials were used during a small minority of class meetings at this point during C-Core
^bNumber and percentage of enrollment of consenting students having filled out the student perceptions survey
^cGeneral Chemistry I, II, and III comprise a 3-quarter majors-level general chemistry sequence that is equivalent at RU and CCI
^dFirst of 3-quarter majors-level introductory biology sequence
^eStand-alone introductory geology course for non-majors
^fTravis took a position at CC1 starting fall 2015