This project aims to serve the national interest by systematically scaling up evidence-based teaching practices in science, technology, engineering, and mathematics (STEM) courses across a diverse set of institutions and by investigating factors associated with effective educational interventions. To understand and assess these factors, the collaborative research project intends to rigorously implement and investigate a recognized effective teaching practice, flipped instruction, in which students apply knowledge from well-structured materials to active learning situations during class time. A team of faculty and researchers from Southern Illinois University - Edwardsville, Northeastern Illinois University, Southern Illinois University Carbondale, and Chicago State University and their community college partners, St. Louis Community College, City Colleges of Chicago-Malcolm X College, Oakton College, and Shawnee Community College intend to conduct a wide-range of professional development activities. They also aim test a model of professional development, and determine the effects of institutional, disciplinary, instructor, and student characteristics on the effectiveness of flipped instruction in STEM undergraduate education. Four pairings of institutions - each pair including a 4-year institution and a 2-year institution - constitute the foundation for both implementation and investigation. Flipped instruction has demonstrated its potential to significantly transform tea