https://soundcloud.com/mvlri/episode-4-roberto-gonzalez-steam-boxThis episode is the fourth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we’re talking with Roberto Gonzalez of the Rhode Island-based nonprofit STEAM Box. Roberto shares with us some inspiring stories that come out of the work that he does with Fuse Architect schools and other programs and gives us insight on his process that puts students at the center and grants them control of their learning.
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Cuccolo & Green’s (2025) report highlighted the relationship between students’ assignment submission patterns and final course scores. Given that pacing has important implications for student performance, knowing what assignment submission patterns look like across schools with varying demographics could help prompt early identification and intervention. As such, this blog explores students’ assignment submission patterns based on school-level demographic information.
Explore how immersive VR simulations helped students step into real-world roles: from EMTs to chefs, all without leaving the classroom.
In this blog, MVLRI researchers synthesize the key findings from two research studies about student assignment submission patterns in Michigan Virtual online courses.
In this interview, MVLRI researchers discuss key findings from a report highlighting how personalized, consistent, and timely communication in online courses can help students feel more connected to their online teachers and may also impact their success in the course. This blog also explores practical strategies for communicating effectively and building relationships with online students.
This blog digs into the key findings from two MVLRI research studies exploring educator engagement with professional learning (PL), their beliefs about implementing what they’ve learned, and insights into continuing to tailor PL to meet educators’ needs.