Principal Investigator: Mia Ong

Funders: National Science Foundation 

This study is exploring how project-based learning pedagogies compare with each other and with traditional pedagogies in fostering women's performance, interest, and participation in lower-division STEM courses in undergraduate engineering programs. The study, involving 600 female and male students and 24 faculty in four institutions, will explore reasons for gender differences and implications for classroom practice, theory development, and policy.