What will LEAD do Next?

Enjoy viewing past projects by LEAD. Stay tuned to see what LEAD does next!


Advanced Fellowships in Women’s Health HUB Site-VA
Annual Biomedical Research Conference for Minority Students (ABRCMS)
Biology Scholars Program
Fair Play
Language, Understanding, Cognition, Intelligence and Data Science (LUCID)
Mentor Training
Wisconsin Alliance for Minority Participation
Women in Science and Engineering Leadership Institute (WISELI)

Delta’s Academic Excellence Initiative, 2011-2015

Project site: University of Wisconsin-Madison
Evaluators: Sara Kraemer

Delta’s Academic Excellence Initiative (AEI) is a University of Wisconsin-Madison program whose aim is to close the opportunity gap in undergraduate courses through changes in course instructor practice and pedagogy. Course instructors attend an eight week immersion to learn about key opportunity gap and diversity issues at U.S. college campuses broadly and UW-Madison campuses specifically, followed by developing and implementing research-based course interventions. In our formative evaluation study, Sara Kraemer has been a member of the AEI team, administering instructor-based surveys and working one-on-one with faculty to evaluate their student data and develop target areas of support. AEI has partnered with the UW-Madison’s HOPE Lab to provide summative impact analysis on student achievement and faculty knowledge and attitudes about opportunity gaps and diversity at UW-Madison.

Wisconsin Collaboratory for Enhanced Learning (WisCEL), 2014-2015

Project site: University of Wisconsin-Madison
Evaluator: Sara Kraemer

The Wisconsin Collaboratory for Enhanced Learning (WisCEL) facilitates innovative teaching and student-centered active learning by providing instructional support and resources in unique technology-enhanced learning spaces on the UW-Madison campus.

Sara Kraemer conducted a mixed-methods evaluation study of a Math 112, an introductory mathematics course that fulfills mathematics requirements for undergraduate students. The study evaluated the impact of the WisCEL on student engagement, student achievement, and perceptions about the efficacy of the WisCEL learning experience in Math 112. Formative evaluation included a student survey, a focus group with TAs, and observations of Math 112 classes to asses student engagement. Summative evaluation included a statistical analysis of student achievement scores (i.e., end of course grades, drop rates) of Math 112 courses before they were taught in WisCEL compared to Math 112 coursers after they were taught in WisCEL. Summative results revealed that the WisCEL classroom had a positive impact on student achievement scores (as a whole and across demographic groups) – students were more likely to receive higher grades and have lower rates of drop out in the WisCEL classroom than in the non-WisCEL classroom. The findings were triangulated with the survey and focus groups results to assess how the classroom instruction interacts with the features of the WisCEL space.

WisCEL program managers are using the evaluation findings for program improvement, a proof-of-concept to campus stakeholders, validation of the program’s efficacy, and assessment of transferability of evaluation methods to other WisCEL courses.

Crossroads Project: Intersecting Workshops, Learning Communities, and Research in Biology to Promote Student Success in STEM, NSF-IUSE Program (PI: Loretta Brancaccio-Taras), 2015-2018

Evaluator: Sara Kraemer
Project Site: Kingsborough Community College, Brooklyn, New York

The Crossroads Project at Kingsborough Community College (KCC) is designed to strengthen the skills, retention, and graduation rates of science, technology, engineering, and mathematics (STEM) students. The project targets biology majors, and is specifically designed to support introductory biology students in success in the course, as well as progression through the biology or other STEM majors through three major efforts. The three major efforts are: (1) Strategies for Student Success in STEM Workshop, (2) Community of Biology Learners sessions, and (3) Campus as Research Lab. The workshops and sessions are aimed to enhance student learning through development of study skills in STEM and biology and create cohesion and community through structured group-engagement outside of the classroom. The Campus as Research Lab provides an opportunity for students to work like scientists with KCC faculty, by engaging in the scientific inquiry process and conducting basic experiments.

The evaluation study of the Crossroads Project is a mixed-methods design that includes both formative and summative analysis. For the Strategies for Student Success in STEM Workshop, the summative analysis is comprised of statistical analysis of end of course grades for biology students and the formative analysis is an end of course survey to assess student perceptions of the impact of their experience on their academic success. For the Community of Biology Learners, a formative evaluation content analysis of student answers to assignments as well as a written instructor’s log of teaching practices. For the Campus as Research Lab, the evaluation component is a qualitative content analysis of student writing course assignments and an end of course student survey.