Learning Lab Publications

To explore the reasons students leave Calculus sequences and STEM majors, and shed light on strategies for addressing those barriers, the California Education Learning Lab partnered with Just Equations to synthesize existing knowledge from California and beyond.

The COVID-19 outbreak and subsequent transition to remote instruction posed unprecedented challenges for the students and faculty of California’s institutions of public higher education. In order to better understand faculty experiences and needs in this situation, the California Education Learning Lab put out a questionnaire in April 2020 inviting faculty to share their experiences of the transition to remote instruction and to discuss their needs and the needs of their colleagues in light of this new educational environment. In addition, Learning Lab staff spoke with senior representatives from segmental learning technology offices as well as additional faculty to understand how segments and campuses managed the transition. More than 30 faculty and administrators informed this report through responses to the survey, direct interviews, and verbal feedback during group meetings.

This brief surveys data on enrollment and completion gaps for female, African American, and Latinx students in Science, Technology, Engineering, and Mathematics (STEM) fields in California’s systems.

This brief surveys academic research and literature on the sources of equity gaps in STEM higher education.

This brief examines approaches to mitigating and closing STEM enrollment, completion, and performance gaps. It discusses strategies and initiatives that institutions of higher education have implemented to reduce those gaps and the relationship between programs to close equity gaps and efforts to improve STEM pedagogy and curricula more broadly. It also considers how technological change impacts efforts to change the STEM undergraduate learning experience and how new technological tools can support student learning and pedagogical innovation.