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This Research Work-in-progress paper presents a project that intends to increase student engagement, retention, and success through the implementation of a faculty development program focused on implicit bias and active learning. To assess the extent to which the program resulted in transformative changes in instructor teaching, the project team conducted classroom observations using minute-by-minute environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS). The project team found that the COPUS could not capture all the behaviors that needed to be observed to assess the faculty development project. Thus, 12 emergent COPUS codes were developed to code the required behaviors. Each code is defined, examples are provided, and excerpts of classroom observations with and without the emergent COPUS codes are examined. The project team thinks the emergent COPUS codes, generally focused on faculty behaviors related to classroom climate, will be useful in other classroom observation projects.
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Holistic development of undergraduate students concept cartoons to authentic discovery
This paper describes a holistic pedagogical approach for classroom engagement. The project translates theory and fundamental classroom knowledge to authentic application with cutting edge research implemented by undergraduates at a Historically Black University. In our project, we developed and assessed cartoons custom designed for classroom instruction and evaluated student engagement while using the cartoons. We further report on student successes achieved through undergraduate research projects.
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- Award ID(s):
- 1719425
- PAR ID:
- 10223043
- Date Published:
- Journal Name:
- IJSCI International Journal of Systemics Cybernetics and Informatics
- Volume:
- 17
- Issue:
- 4
- ISSN:
- 0973-4864
- Page Range / eLocation ID:
- 13-17
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Dr. Alice Suroviec (Ed.)Approaches to student-centered active learning have evolved. The progression in course-design has led to the development of new learning paradigms such as collaborative, problem based, and project-based learning. Course-based undergraduate research experiences (CUREs) are a learning pedagogy that infuses research experiences within the curriculum. This method of instruction increases opportunities for students to participate in more authentic education experiences and is especially beneficial in the science education pathway. CUREs encourage students to be autonomous and emphasize teamwork. Our research proposes methodologies that can maximize student performance, particularly benefiting underrepresented and underprepared female students. Pre- and post- assessments of a CURE classroom were administered to gauge student engagement and success in a General Chemistry course. Specifically, our research focuses on female engagement in CURE projects and overall success and retention rates to test if the teaching methods will support increased gender equity in STEM.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.13140/RG.2.2.18389.24803
