Ethnography & Evaluation Research (E&ER) is an independent research unit at the University of Colorado Boulder. E&ER has a distinguished history of contributions on a variety of issues in science, technology, engineering, and mathematics (STEM) education, and a tradition of communicating this work effectively with practitioners. Works such as founder Elaine Seymour’s pioneering study with Nancy Hewitt, Talking About Leaving (1997), have helped to shape the national movement to reform undergraduate science education.
Collectively, our research team is multi-disciplinary and STEM-savvy. E&ER is skilled in conducting and disseminating research and evaluation that is useful for faculty and institutions seeking to improve their STEM education practices. E&ER has also conducted studies on other issues in education, health, the workforce, and the legal system.
To expand our capabilities and offer applications for our findings, E&ER draws on a network of colleagues and collaborators in education, government, research, and evaluation. Funding for E&ER’s work has been provided by the National Science Foundation, the National Institutes of Health, Howard Hughes Medical Institute, Research Corporation for Science Advancement, the Alfred P. Sloan Foundation, the Noyce Foundation, the Camille & Henry Dreyfus Foundation, the Spencer Foundation, and the Educational Advancement Foundation, and through contracts with universities, laboratories, and other organizations. At CU-Boulder, E&ER is housed within the Center to Advance Research and Teaching in the Social Sciences (CARTSS).
New from E&ER
Undergraduate Research in the Sciences: Engaging Students in Real Science, now available from Jossey-Bass.
Interested in reviewing this book for a magazine or journal?
Contact Sandra Laursen for info on how to obtain a review copy.
Fall 2013: We contributed to a new publication from AAAS on Describing & Measuring Undergraduate Teaching Practices (2013). The report discusses the strengths and weaknesses of various approaches to measuring undergraduate teaching practices, including faculty and student surveys, faculty interviews, classroom observations, portfolios, and other artifacts.
March 2014: The StratEGIC Toolkit
The StratEGIC Toolkit offers research-based advice about strategic interventions useful in organizational change to enhance the representation, involvement and success of women scholars in the STEM fields. www.strategictoolkit.org