Promoting Learning and Student Success in Postsecondary STEM Classrooms through Embodied Learning Strategies

This IUSE Engaged Student Learning project from the University of California, Riverside (UCR) aims to serve the national interest by exploring how active learning approaches can support students’ spatial reasoning in early undergraduate courses in mathematics and the physical sciences. Specifically, the project will provide 30 faculty from UCR and Saddleback College with professional development to incorporate embodied learning strategies into their courses. Embodied learning strategies strengthen learning using actions, physical models, drawing, and other activities and tools. Active learning approaches have been shown to improve student engagement and outcomes across STEM disciplines. Research has shown that incorporating embodied learning into undergraduate STEM courses can strengthen student engagement, spatial reasoning, and understanding of complex scientific topics. The project will explore how using curriculum built for embodied learning impacts student outcomes, faculty mindset, and the classroom experiences of both students and faculty. Data streams include surveys, interviews, and focus groups to capture multiple items, including faculty and student self-efficacy, student spatial reasoning. The project will be supported by an external evaluator who will provide formative and summative feedback across the project to strengthen implementation and progress towards project goals. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.