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Evidence to date that active, student-centered learning in mathematics classrooms contributes to desired student outcomes has now accumulated to compelling levels. However, promoting and supporting widespread use of alternative practices is challenging, even amongst practitioners open to such changes. One contributing factor is the fact that a majority of instructional change efforts focus on only a small portion of the instructional system, while true transformation requires systemic reform. Successful institutional change initiatives have been shown to involve common features: they involve ongoing interventions, align with individuals’ beliefs, and work within the existing landscapes of institutional values. Here we propose a theory to support instructional change in undergraduate mathematics by adding a new dimension – instructor peer observation– to an existing model for institutional change (the CACAO model), thereby aligning with evidence regarding what promotes effective change. An exemplar is given to illustrate how this theory might be realized in practice.
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Evidence-Based Change Practices: Evidence-Based Change Practices
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Abstract Background There is overwhelming evidence that evidence-based teaching improves student performance; however, traditional lecture predominates in STEM courses. To provide support as faculty transform their lecture-based classrooms with evidence-based teaching practices, we created a faculty development program based on best practices, Consortium for the Advancement of Undergraduate STEM Education (CAUSE). CAUSE paired exploration of evidence-based teaching with support for classroom implementation over two years. Each year for three years, CAUSE recruited cohorts of faculty from seven STEM departments. Faculty met biweekly to discuss evidence-based teaching and receive feedback on their implementation. We used the PORTAAL observation tool to document evidence-based teaching practices (PORTAAL practices) across four randomly chosen class sessions each term. We investigated if the number of PORTAAL practices used or the amount of practices increased during the program. Results We identified identical or equivalent course offerings taught at least twice by the same faculty member while in CAUSE ( n = 42 course pairs). We used a one-way repeated measures within-subjects multivariate analysis to examine the changes in average use of 14 PORTAAL practices between the first and second timepoint. We created heat maps to visualize the difference in number of practices used and changes in level of implementation of each PORTAAL practice. Post-hoc within-subjects effects indicated that three PORTAAL practices were significantly higher and two were lower at timepoint two. Use of prompting prior knowledge and calling on volunteers to give answers decreased, while instructors doubled use of prompting students to explain their logic, and increased use of random call by almost 40% when seeking answers from students. Heat maps indicated increases came both from faculty’s adoption of these practices and increased use, depending on the practice. Overall, faculty used more practices more frequently, which contributed to a 17% increase in time that students were actively engaged in class. Conclusions Results suggest that participation in a long-term faculty development program can support increased use of evidence-based teaching practices which have been shown to improve student exam performance. Our findings can help prioritize the efforts of future faculty development programs.more » « less
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Powell, Roger (Ed.)Abstract The teaching practices used in college science classrooms have a profound influence on which students pass their courses (and continue to major in science) and which are ‘weeded out.’ Students from traditionally marginalized backgrounds have lower grades and learning gains compared to their nonmarginalized peers in courses that rely heavily on lecture and high-stakes exams. This achievement gap narrows or disappears when instructors use student-centered, evidence-based teaching practices. These teaching practices can include actions that shape our classroom environment, communicate course material, and assess student learning. In this paper, we provide a summary of the evidence supporting the use of student-centered teaching practices, followed by examples of several effective evidence-based teaching practices that can be integrated into organismal courses. Examples include faculty mindset for inclusion, teaching practices to increase student confidence and to reduce stereotype threat, increasing course structure by spreading points among several different types of activities, several active learning methods, jigsaws, Scientist Spotlights, course-based undergraduate research experiences, and inquiry-based labs. Each example is linked to supporting resources to help instructors easily implement these practices in their classrooms. The American Society of Mammalogists endeavors to be equitable and inclusive through numerous initiatives, and modifying our teaching practices can increase equity and inclusion of future mammalogists into our own classrooms.more » « less
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While there is evidence that college students benefit from classroom activities that engage them, a shift in instruction from the lecture style of teaching to methods where students are actively involved in their learning is difficult to generate. This study focuses on providing structure and support for college algebra instructors to implement evidence-based instructional practices. We interviewed participants each semester they were involved with this project to gain insight into their perspectives on their teaching practices. We also video-recorded three lessons each semester when participants were implementing co-constructed in-class materials. Initial results showed how collaboration empowered instructors to implement evidence-based instructional practices in their class. Additionally, even though instructors collaborated to co-create in-class materials, results showed variation in their implementation styles as they moved towards more student-centered practices.more » « less
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1002/jee.20152
