Assessing Learning Progressions (ALPs) is a National Science Foundation funded project aimed at helping researchers of learning progressions bridge the gap between the development of hypothetical learning progressions and the use of assessment to study and validate them.
The Automated Analysis of Constructed Responses (AACR, pronounced "acer") research group consists of researchers from seven universities (visit Collaborators page) with backgrounds in various STEM disciplines (biology, chemistry, engineering, and statistics), assessment and educational research. We hope this research can help us gain greater insight into student thinking about “big ideas”, such as evolution, energy, and genetics. We are looking to expand the scope of this work and seeking interested collaborators across STEM disciplines.
Constructed response questions – in which students must explain phenomena in their own words – create more meaningful opportunities for instructors to identify their students’ learning obstacles than multiple choice questions. However, the realities of typical large-enrollment undergraduate classes restrict the options faculty have for analyzing student writing.
The Discipline-Based Educational Research (DBER) Group at CREATE is a gathering of scientists, mathematicians, and engineers who are grounded in their respective STEM disciplines and who have a research interest or focus on investigating and improving education, particularly at the undergraduate level.
Michigan State University is on the forefront of efforts to innovate and improve undergraduate education in the STEM disciplines. The STEM Alliance is composed of the MSU colleges, institutes, and research groups engaged together in an effort to make Michigan State the premier public university