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Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices.

ABSTRACT: Although recent studies have used the Classroom Observation Protocol for Undergraduate STEM (COPUS) to make claims about faculty reform, important questions remain: How should COPUS measures be situated within existing reform frameworks? Is there a universal sampling intensity that allows for valid inferences about the frequency of student-centered instruction within a semester or across semesters of a course? These questions were addressed using longitudinal COPUS observations (128 classes, three faculty, 4 years). COPUS behaviors were used to categorize classes into didactic, interactive lecture, or student-centered instructional styles. Sampling intensities (one to 11 classes) were simulated (1000 times) within a course and across semesters. The sampling intensities required for generating valid inferences about 1) the presence of student-centered instruction and 2) the proportion of instructional styles in a course and through time were calculated. Results indicated that the sampling intensity needed to characterize courses and instructors varied and was much higher than previously recommended for instructors with: 1) rare instances of student-centered classes, 2) variability in instructional style, and 3) longitudinal changes in instructional patterns. These conditions are common in early reform contexts. This study highlights the risks of broad, decontextualized sampling protocol recommendations and illustrates how reform frameworks, sampling intensities, and COPUS measures interact to impact inferences about faculty change.

SUBMITTER: Sbeglia GC

PROVIDER: S-EPMC8715809 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

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Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices.

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