Dr. Webb’s research focuses on the design of STEM instructional environments that are more conducive to meaningful student engagement, persistence, and learning. This line of inquiry began with study of teachers’ classroom assessment practices in K-12 mathematics, to better understand relationships between teachers’ content knowledge, instructional goals, interpretation of student thinking, and instructional decisions. Webb’s research activity also addresses institutional and departmental norms, ways to catalyze change to support active learning, and instructor attention to student centered norms and practices. The extent to which norms and practices are supported by professional development, instructional resources and classroom assessment has engaged Dr. Webb in numerous research projects in STEM education. This cross-disciplinary work has revealed aspects of instruction and assessment practice that are discipline specific and generalizable across STEM disciplines.
keywords
Curriculum design, active learning in undergraduate mathematics, computational thinking in mathematics education and computer science education, research on teachers' classroom assessment practices, design of professional development in classroom assessment, assessment design and use in STEM education.
