pile of books and notebook April 18, 2017

Principles for the Professional Growth of Teaching: A Collection of Resources

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New Approaches, Instruments and Emphases

Eddy, S. L., Converse, M., and Wenderoth, M. P., (2015).  PORTAAL:  A classroom observation tool assessing evidence-base teaching practice for active learning in large science, technology, engineering and mathematics classes.  Cell Biology Education, 14 (Summer), 1-16.
Identifies best practices in active learning and designs an observational tool that can be used to document the extent to which instructors incorporate these practices in their classrooms.

Hoon, A., Oliver, E., Szpakowska, K., and Newton, P., (2015).  Use of the Stop, Start, Continue method is associated with the production of constructive qualitative feedback by students in higher education.  Assessment & Evaluation in Higher Education, 40 (5), 755-767.
A simple feedback mechanism improved the quality of student provided feedback.

Smith, M. K., Jones, F. H. M., Gilbert. S. L., and Weiman, C. E. (2013).  The classroom observation protocol for undergraduate STEM (COPUS):  A new instrument to characterize university STEM classroom practices.  Cell Biology Education, 12, (Winter), 618-625.
Focuses on what students are doing and what the instructor is doing at 2 minute intervals during a class.  Does not offer judgments but identifies behaviors.  At 1.5 hours of training, observations are reliable. Can be used in individual faculty, departments and/or institutions.

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June 22, 2010

The World of Pedagogical Knowledge

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A number of our professional associations (most often in the large disciplines) have separate organizations or subgroups within the association that are focused on teaching and learning. Does your field have such an organization? If so, I would encourage you to consider attending events hosted by the group. There is such energy generated when folks who care about teaching convene to explore issues and share ideas.


April 22, 2010

A Journal Feature Worth Noting

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Recently, I was reading the journal Cell Biology Education (sometimes referred to as CBE Life Sciences Education). It’s a fairly new pedagogical periodical but it’s consistently excellent—made so in part by a regular feature called Current Insights. Edited by Erin Dolan, a biochemist who works at Virginia Tech, the column summarizes educational research relevant to those teaching in the sciences. Or, in the editor’s words, “This feature is designed to point … readers to current articles of interest in life sciences education as well as more general and noteworthy publications in education research.”