BASICS
The Business And Science: Integrated Curriculum for Sustainability (BASICS) team developed and pilot-tested transdisciplinary curricular modules and discipline-specific activities for undergraduate students that combine STEM, business, and other fields of knowledge, with a focus on the wicked problems of sustainability in a global economy. SERC leads the work on student assessment that measures student learning and attitudinal changes related to the BASICS curriculum and leads the work on disseminating the curriculum via the website.

Project EDDIE
Project EDDIE develops flexible, stand-alone, and modular classroom activities for undergraduate students using long-term and high-frequency datasets to explore the core scientific concepts and develop quantitative literacy. Throughout the lifetime of the project, the SERC team has taken on a number of roles such as initially providing expertise on modular activity development and website development and student assessment.

ADVANCEGeo Partnership
The ADVANCEGeo Partnership is addressing the problematic behaviors, such as sexual harassment, discrimination, and bullying, that lead to hostile working environments in the earth, space, and environmental sciences. ADVANCEGeo works to improve workplace climate conditions through bystander intervention education and resources tailored to department heads and chairs, faculty, and graduate students in research environments. SERC supports this project with its expertise in web dissemination to facilitate the workshop model and expand the reach of project resources.

EarthLabs
EarthLabs provides a national model for engaging k-12 Earth and environmental science labs. Multiple units illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. SERC designed the website structure that supports both students and instructors and hosts this heavily used set of materials.

TIDeS
The Teaching with Investigation and Design in Science (TIDeS) project is supporting faculty to develop and implement curricular materials for introductory undergraduate science courses that focus on science investigation and engineering design. The aim of the project is to prepare future teachers by exposing them to discourse-filled, context-rich, inclusive classrooms on the premise that teachers should learn science the way they are expected to teach it. SERC is involved both through support of the rubric-driven curriculum development process as well as a multi-faceted evaluation making use of qualitative and quantitative methods to assess project objectives.