Scott Freeman, Principal Lecturer in Biology at University of Washington-Seattle is leading a team conducting a meta-analysis of how innovations in undergraduate STEM courses have impacted traditional achievement gaps experienced by students who are 1) female, 2) members of underrepresented minorities (African-American, Hispanic, Native American, or Pacific Islander/Native Hawaiian), 3) from low-income backgrounds, and/or 4) first-in-family to complete college. This project is a follow-up to a paper the UWS group published in PNAS in 2014, showing for STEM students, active learning has large benefits compared to traditional lecturing (http://www.pnas.org/content/111/23/8410.abstract). Because it is extremely important to include as many datasets on this new survey as possible--published or unpublished, and whether they showed an impact or not--the project team is inquiring to find out if you have data on whether course innovations you’ve been involved in affected the performance of any or all of the types of students listed above in a negative, neutral, or positive way. If so, and if you would be willing to contribute these data to the meta-analysis (again, they do not need to be published), please e-mail Scott Freeman at srf991@uw.edu and you will be sent a description of exactly the data needed. Scott thanks you in advance for considering this request, and for your important work on behalf of student success. For further information, please contact: Dr. Scott Freeman, Lecturer Department of Biology, Box 355320 University of Washington Seattle WA 98115 USA