Evidence Driven Learning Innovation

Report: Year One of IUSE Grant Improving Learning Outcomes & Equity in Blended Learning

Written by:

Caitlin Kirby

Recently, EDLI completed our first year running a National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) grant that focuses on improving learning outcomes and equity in blended online and face-to-face learning. Caitlin Kirby is the PI of this grant, along with collaborator Casey Henley as co-PI, and Scott Schopieray and Stephen Thomas serving as key personnel.

Check out the full report on the Knowledge Commons KCWorks repository. Below, we briefly highlight our goals and accomplishments over the first year of the grant.

Goals

Our blended courses grant explores how blended learning environments impact student learning in STEM disciplines. Our project aligns with MSU 2030 Strategic goals, including Student Success, Diversity, Equity, and Inclusion, and Faculty Success. The project has three key objectives:

  1. Understanding Learning Outcomes: Determine the relationship between blended course design components in multiple STEM disciplines to student learning outcomes.
  2. Promoting Equity: Explore the extent to which blended course practices contribute to equity through an analysis of how impacts differ across student demographics.
  3. Professional Development: Provide professional development for instructors to engage successfully in blended courses.

Accomplishments

A visual summary of EDLI's Equity and Blended Learning and Online Project. The image consists of a green and white graphic showing key project components and outputs. On the left, a pillar graphic lists: 13 STEM Courses, 9 Programs, 6 Colleges, and MSU IT. Below the pillars, silhouettes represent participants: 2 Undergraduate Research Assistants (URAs), 15 Faculty, 4 Undergraduate Learning Assistants (ULAs), 3 Graduate Research Assistants (GRAs), and 1,600 Students. On the right, interconnected circles highlight project outputs: A $400k Grant, 1 Submitted Paper, Survey Data
A visual summary of the grant’s year one participants and accomplishments.

We worked closely with instructors for professional development and data collection:

  • 15 instructors participated in professional development and data collection across Spring and Fall 2024 semesters (S24 and F24), representing 9 programs across 6 colleges.
    • Professional development included kickoff meetings, individual consultations, and monthly learning community meetings.
  • Blended courses served 904 students in S24 and 743 students in F24.
  • Skills development in hyflex teaching, qualitative instrument development, data collection, and/or data analysis for 4 undergraduate learning assistants, 2 undergraduate research assistants, and 3 graduate research assistants.
  • Conducted 13 course observations in S24 and are conducting F24 observations

Our data collection from students resulted in:

  • Survey, attendance, and grade data from 534 students across 13 STEM courses in S24.
  • 23 students provided qualitative insights through interviews.
    • Over 75% of interviewees represented one or more key demographic groups: Women (82%); Underrepresented ethnic minorities (17%); Students with disabilities (35%); and First-generation students (4%).

Additionally, we submitted “Defining Key Modality Parameters of Blended Courses” to the Journal of Educational Technology Systems. This publication outlines the modality parameters used in the project and lays the foundation for future work in blended learning research.

Next Steps

We are starting on qualitative and quantitative data analysis, as well as continuing to collect data through fall semester 2025. For a sneak peek at our preliminary findings from student interviews, view the full report on KCWorks.

Caitlin Kirby

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