In STEM education, students' learning outcomes are highly contingent on the quality of instruction they receive. Previous research has shown that responsive teaching – instructors' efforts to elicit, attend, and respond to the substance of students' ideas and to connect those ideas with the discipline – has profound impacts on students' STEM learning. Despite the well-established role that gesture and other nonverbal forms of communication play in how students convey their ideas about STEM phenomena, research on responsive teaching in undergraduate science courses has primarily been limited to communication processes that occur in speech. This project will investigate embodied responsive teaching in science by examining how physics instructors elicit, pay attention to, and respond to nonverbal aspects of students' ideas and how these instructor-student interactions impact students' physics learning. Based on these investigations, professional development materials will be developed to educate STEM instructors on how to more effectively leverage students' use of gesture and nonverbal communication in the classroom to support their learning. By better understanding the role nonverbal communication plays in instructor-student interactions in undergraduate STEM courses, this CAREER project will contribute to more effective STEM education and STEM educator development. Drawing on an existing video corpus of instructor-guided collaborative learning activities in an underg