scholarly journals The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

2013 ◽  
Vol 12 (4) ◽  
pp. 618-627 ◽  
Author(s):  
Michelle K. Smith ◽  
Francis H. M. Jones ◽  
Sarah L. Gilbert ◽  
Carl E. Wieman
Keyword(s):  
Teaching Practices ◽  
Classroom Observation ◽  
Critical Role ◽  
Observation Data ◽  
College Science ◽  
Science Technology ◽  
New Instrument ◽  
Improving Student Learning ◽  
And Mathematics ◽  
Observation Protocol

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.

scholarly journals A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset

2021 ◽  
Vol 20 (4) ◽  
pp. ar54
Author(s):  
Cong Wang ◽  
Andrew J. Cavanagh ◽  
Melanie Bauer ◽  
Philip M. Reeves ◽  
Julia C. Gill ◽  
...  
Keyword(s):  
Education Reform ◽  
Teaching Practices ◽  
Cognitive Factors ◽  
Evidence Based ◽  
College Science ◽  
Science Technology ◽  
Undergraduate Stem Education ◽  
The Social ◽  
And Mathematics ◽  
Stem Education Reform

This investigation tests a college science, technology, engineering, and mathematics (STEM) student buy-in framework and contributes to understanding the social and cognitive factors influencing students in evidence-based teaching contexts. Students’ level of commitment to instructors’ teaching practices can be key to attaining many desired student outcomes of undergraduate STEM education reform.

scholarly journals Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching

2019 ◽  
Vol 18 (2) ◽  
pp. ar22 ◽  
Author(s):  
Meghan E. Bathgate ◽  
Oriana R. Aragón ◽  
Andrew J. Cavanagh ◽  
Jennifer Frederick ◽  
Mark J. Graham
Keyword(s):  
Teaching Experience ◽  
Current Data ◽  
Evidence Based ◽  
Science Courses ◽  
College Science ◽  
Science Technology ◽  
Key Factor ◽  
Departmental Support ◽  
And Mathematics ◽  
Curricular Resources

Evidence-based teaching (EBT), such as active learning and formative assessment, benefits student learning but is not present in many college science classrooms. The choices faculty make about how to teach their science courses are influenced by their personal beliefs and motivations, as well as their departmental structures and institutional cultures. With data from 584 science, technology, engineering, and mathematics (STEM) faculty trained in EBT, we compare which of the following factors most relate to faculty’s use of EBT: 1) faculty’s personal motivations (e.g., teaching value, confidence, beliefs about intelligence); and 2) their experiences with their institutional teaching environments (e.g., departmental support, student enthusiasm). Faculty’s perceived supports in their teaching environments (e.g., having supportive colleagues, being able to access curricular resources) were by far most predictive of their use of EBT. Faculty’s personal motivations had little to no relationship when supports were included in these models. The effects were robust, even when controlling for faculty gender, minority status, and teaching experience. Much of the literature has focused on perceived barriers to EBT implementation (e.g., lack of time, constrained teaching space). The current data indicate that a focus on building supports for faculty may have the greatest impact on increasing the presence of EBT in college STEM courses.

scholarly journals A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

2014 ◽  
Vol 13 (4) ◽  
pp. 624-635 ◽  
Author(s):  
Michelle K. Smith ◽  
Erin L. Vinson ◽  
Jeremy A. Smith ◽  
Justin D. Lewin ◽  
MacKenzie R. Stetzer
Keyword(s):  
Teaching Practices ◽  
Student Behavior ◽  
School Science ◽  
Faculty Members ◽  
High School Science ◽  
Observation Data ◽  
Instructional Behaviors ◽  
Specific Teaching ◽  
And Mathematics ◽  
The University

At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty.

scholarly journals Contextualizing communities in an instructional improvement initiative: exploring STEM faculty engagement in teaching-related conversations

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ellen Marie Aster ◽  
Jana Bouwma-Gearhart ◽  
Kathleen Quardokus Fisher
Keyword(s):  
Teaching Practices ◽  
Administrative Support ◽  
Instructional Improvement ◽  
Faculty Members ◽  
Faculty Engagement ◽  
Evidence Based ◽  
Science Technology ◽  
Stem Faculty ◽  
And Mathematics

AbstractA frequently cited strategy for fostering science, technology, engineering, and mathematics (STEM) instructional improvements is creating communities where faculty can share and learn evidence-based teaching practices. Despite research-documented benefits, little is known about why (and with whom) faculty engage in teaching-related conversations, including those fostered by initiative communities. We explored how STEM faculty engage in teaching-related conversations, via analysis of faculty interviews and discussion networks, to identify factors potentially influencing teaching-related conversations over the life of an initiative. Our results suggest aspects that might inhibit STEM faculty from engaging in teaching-related conversations, including: 1) faculty members’ autonomy with teaching practices; 2) faculty members’ varied interests in teaching improvements; 3) varied degrees of support to engage in teaching-related conversations; and 4) a lack of inclusive and non-judgmental spaces to talk about teaching. We suggest that those fostering STEM faculty communities consider working with others across the institution to map the instructional improvement opportunities faculty may already take part in and attend to areas lacking support. Initiative leaders and designers should also elicit and build off faculty members’ teaching-related knowledge and concerns. We further suggest making conversational spaces inclusive and safe, to help faculty honestly share teaching-related challenges and insights. We recommend creating and fostering spaces that bring faculty together across department boundaries. Our study echoes prior research by drawing attention to administrative support for instructional improvement initiatives, which can foster and sustain opportunities for faculty to talk about teaching and learn instructional improvements.

scholarly journals A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences

2019 ◽  
Vol 18 (2) ◽  
pp. ar26 ◽  
Author(s):  
Joseph J. Ferrare
Keyword(s):  
Teaching And Learning ◽  
Observation Data ◽  
Subjective Beliefs ◽  
Dynamic Relationship ◽  
Gateway Courses ◽  
Beliefs About Teaching ◽  
And Mathematics ◽  
Observation Protocol ◽  
Instructional Styles ◽  
Instructional Beliefs

This paper builds on previous studies of instructional practice in science, technology, engineering, and mathematics courses by reporting findings from a study of the relationship between instructors’ beliefs about teaching and learning and their observed classroom practices. Data collection took place across six institutions of higher education and included in-depth interviews with 71 instructors and more than 140 hours of classroom observations using the Teaching Dimensions Observation Protocol. Thematic coding of interviews identified 31 distinct beliefs that instructors held about the ways students best learn introductory concepts and skills in these courses. Cluster analysis of the observation data suggested that their observable practices could be classified into four instructional styles. Further analysis suggested that these instructional styles corresponded to disparate sets of beliefs about student learning. The results add momentum to reform efforts that simultaneously approach instructional change in introductory courses as a dynamic relationship between instructors’ subjective beliefs about teaching and learning and their strategies in the classroom.

scholarly journals The Relevance of Science, Technology and Mathematics Education (STME) in Developing Skills for Self Reliance: The Nigerian Experience

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Suleiman Sa'adu Matazu
Keyword(s):  
Economic Development ◽  
Mathematics Education ◽  
Critical Role ◽  
National Development ◽  
Current Situation ◽  
Historical Overview ◽  
Self Reliance ◽  
Science Technology ◽  
And Mathematics ◽  
Out Of School

Science, Technology and Mathematics Education (STME) has been proved to be an indispensable factor in the economic development of any country; and for Nigeria, it has a more critical role to play. This paper examines the relevance of science, technology and mathematics education (STME) for national development and self-reliance of Nigerian citizens. A historical overview of the interconnectivity of science, technology and mathematics education (STME) and self reliance is highlighted. The current situation and challenges facing STME in Nigeria are also highlighted to bring out the theoretical relevance of (STME) for self reliance which actually has not been practically realized. The author's recommendations include the call for training and re-training of STME teachers to update their knowledge, and the provision of long vocation/weekend programmes for out of school individuals, among others.

scholarly journals The degree practices for mathematics teachers STEM education

2018 ◽  
Vol 13 (3) ◽  
pp. 360-371
Author(s):  
Mohammad Ahmad Alkhateeb
Keyword(s):  
Stem Education ◽  
Mathematics Teachers ◽  
Teaching Practices ◽  
Analytical Approach ◽  
Low Grade ◽  
Years Of Experience ◽  
Science Technology ◽  
Study Results ◽  
And Mathematics

The study aimed to investigate the teaching practices for mathematics teachers based on science, technology, engineering and mathematics (STEM) in Jordan. Descriptive analytical approach was used through observing the teachers’ teaching in accordance with STEM. The study sample encompassed 30 teachers of mathematics in Zarqa city who were chosen randomly. The study results showed there are seven behaviours performed by the mathematics teachers in a medium degree consistent with STEM, and 14 behaviours by low-grade mathematics teachers are consistent with STEM. The results also revealed that there were not any differences between those practices attributed to qualifications and years of experience variables. Keywords: Mathematics teachers, science, technology, engineering and mathematics (STEM), scientific qualifications, experience.

scholarly journals Innovative teaching knowledge stays with users

2020 ◽  
Vol 117 (37) ◽  
pp. 22665-22667 ◽  
Author(s):  
A. Kelly Lane ◽  
Jacob D. McAlpin ◽  
Brittnee Earl ◽  
Stephanie Feola ◽  
Jennifer E. Lewis ◽  
...  
Keyword(s):  
Teaching Practices ◽  
Innovative Teaching ◽  
Mathematics Courses ◽  
Teaching Knowledge ◽  
Network Analyses ◽  
Science Technology ◽  
Interview Survey ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Social Network Analyses

Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty to share their knowledge of innovative teaching practices with other faculty in their home departments. Here, we provide interview, survey, and social network analyses revealing that faculty who use innovative teaching practices preferentially talk to each other, suggesting that greater steps are needed for information about innovative practices to reach faculty more broadly.

scholarly journals A Mixed-Methods Investigation of Clicker Implementation Styles in STEM

2018 ◽  
Vol 17 (2) ◽  
pp. ar30 ◽  
Author(s):  
Erin D. Solomon ◽  
Michelle D. Repice ◽  
Jacinta M. Mutambuki ◽  
Denise A. Leonard ◽  
Cheryl A. Cohen ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Active Learning ◽  
Learning Strategies ◽  
Qualitative Interviews ◽  
Future Research ◽  
Observation Data ◽  
Science Technology ◽  
Active Learning Strategies ◽  
Faculty Goals ◽  
And Mathematics

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented.

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