![Guiding Understanding via Information from Digital Environments (GeniGUIDE)](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/03/project_GUIDE.jpeg)
SEEC’s process evaluation focuses on teacher plans, concerns, and instructional needs.
![Designing Biomimetic Robots](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/03/project_Designing_Biometric_Robots.jpeg)
The project is researching the impact of an interdisciplinary bio-engineering-computational design curriculum on middle school engineering and science education.
![Reaching Across the Hallway](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/03/projects_reaching_across_hallway.jpeg)
Reaching Across the Hallway is a research project supporting rural, middle school teachers in integrating culturally relevant computer science activities into their social studies classrooms.
![Robots in Science](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/03/Robots-in-Science_projects_featuredimage.jpeg)
Robotic technologies provide innovative ways of engaging students in computational thinking (CT) practices within STEM fields, but teachers may be reluctant to use robotics if they do not feel confident with the technology, or when they feel unprepared to make the technology relevant to their subject areas.
![BioInteractive Evaluation Studies](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/03/project_HHMI_BioInteractive.jpeg)
SEEC is working collaboratively with the Howard Hughes Medical Institute’s BioInteractive team to evaluate implementation and impact of classroom resources, planning tools, and professional development designed for science educators.
![Innovators Developing Accessible Tools for Astronomy (IDATA)](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/03/project_IDATA.jpeg)
IDATA engages middle and high school students in designing software to make astronomy accessible to people with blindness or visual impairments.
![Assessing for Change in Chemical Thinking](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/03/project_ACCT.jpeg)
The ACCT project is developing and implementing professional development workshops for middle and high school teachers to use formative assessments built on a previously developed framework for chemical thinking to develop their abilities to elicit, notice, interpret, and respond to students’ reasoning in ways that promote more meaningful understanding of central ideas.
![Revealing Systemic Impacts of a 12-Year Statewide Science Field Trip Program (LabVenture)](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/02/thumbnail_default.jpg)
This project looks for large scale impacts of such a widespread, sustained-over-time experience on students, teachers, schools and communities.
![Evaluating the Developing Mathematical Ideas (DMI) Professional Development Program](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/02/thumbnail_default.jpg)
Developing Mathematical Ideas (DMI) is a widely-used elementary and middle grades (K–8) mathematics teacher professional development curriculum based on well-established principles of effective programs.
![Levels of Conceptual Understanding of Statistics (LOCUS)](https://www.terc.edu/seec/wp-content/uploads/sites/24/2021/02/thumbnail_default.jpg)
The LOCUS project used evidence-centered design (ECD) techniques to develop an assessment of conceptual understanding of statistics for middle and high school students and their teachers based on the Guidelines for Assessment and Instruction of Statistics Education (GAISE) framework.