In the spring of 2013, our research team spent a week at Institution A collecting data on teaching and learning in science, technology, engineering, and mathematics (STEM) disciplines. In light of increasing efforts to improve the quality of undergraduate education by using data to inform and assess curriculum and instruction, our goal is to document and describe faculty practices in these areas in order to identify if and how data are being used to enhance their current practices. To capture the various features of the teaching and learning dynamic, we used the Instructional Systems of Practice (ISOP) framework that includes measurements of (1) faculty course planning, (2) classroom teaching and (3) student perceptions of teaching quality and study habits. This report provides a summary of results from interviews (n=20 faculty), classroom observations (n=20 courses), student surveys (n=13 courses), and student focus groups (n=6 groups) from undergraduate courses in mechanical engineering, geoscience, physics, and biology. We also report on the alignment of these datasets for a sub-sample of 12 courses. Conclusions focus on the types of planning and teaching activities observed at Institution A, and recommendations are provided in regard to educational improvement initiatives.