Monday, April 6 – Marilyne Stains
Maine Center for Research in STEM Education (RiSE Center) Colloquia & Seminar Series
Presents
Marilyne Stains
Assistant Professor of Chemistry
University of Nebraska – Lincoln
How do university science faculty really teach?
There is growing interest in transforming the instructional practices of faculty teaching science courses at the university level. As faculty development efforts expand, the need to quantify classroom teaching practices increases; yet the applicability of existing observation protocols is restricted by certain limitations. In this presentation, we describe our method for the reliable and valid characterization of instructional practices via easily-collected observational data. This method was developed empirically via a cluster analysis using observations of 269 individual class periods analyzed with both the RTOP and COPUS protocols. These observations were collected from 74 different faculty at 28 different research-intensive institutions in the United-States. Ten basic clusters of instructional behaviors emerging from this analysis and a detailed breakdown of typical instructional practices will be described. Implications for faculty development, and a description of available tools for implementing our method, will be discussed.
Monday, April 6, 2015
3:00 pm
Arthur St. John Hill Auditorium
ESRB, Barrows Hall