The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice

Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instruction...

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Published inCBE life sciences education Vol. 14; no. 2; p. ar18
Main Authors Lund, Travis J, Pilarz, Matthew, Velasco, Jonathan B, Chakraverty, Devasmita, Rosploch, Kaitlyn, Undersander, Molly, Stains, Marilyne
Format Journal Article
LanguageEnglish
Published United States American Society for Cell Biology 01.06.2015
Subjects
Classroom Observation Techniques
Cluster Analysis
College Science
Comparative Analysis
Correlation
Educational Change
Educational Measurement
Educational Practices
Engineering - education
Higher Education
Humans
Mathematics - education
Multivariate Analysis
Observation
Questioning Techniques
Research - education
Science - education
Science Instruction
STEM Education
Students
Teaching
Teaching Experience
Teaching Methods
Technology - education
United States (Midwest)
Online AccessGet full text

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Abstract Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instructional practices between courses, monitoring changes over time, and mapping observed practices to research-based teaching. While increasingly common observation protocols (Reformed Teaching Observation Protocol [RTOP] and Classroom Observation Protocol in Undergraduate STEM [COPUS]) at the postsecondary level help achieve some of these goals, they also suffer from weaknesses that limit their applicability. In this study, we leverage the strengths of these protocols to provide an easy method that enables the reliable and valid characterization of instructional practices. This method was developed empirically via a cluster analysis using observations of 269 individual class periods, corresponding to 73 different faculty members, 28 different research-intensive institutions, and various STEM disciplines. Ten clusters, called COPUS profiles, emerged from this analysis; they represent the most common types of instructional practices enacted in the classrooms observed for this study. RTOP scores were used to validate the alignment of the 10 COPUS profiles with reformed teaching. Herein, we present a detailed description of the cluster analysis method, the COPUS profiles, and the distribution of the COPUS profiles across various STEM courses at research-intensive universities.
AbstractList Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instructional practices between courses, monitoring changes over time, and mapping observed practices to research-based teaching. While increasingly common observation protocols (Reformed Teaching Observation Protocol [RTOP] and Classroom Observation Protocol in Undergraduate STEM [COPUS]) at the postsecondary level help achieve some of these goals, they also suffer from weaknesses that limit their applicability. In this study, we leverage the strengths of these protocols to provide an easy method that enables the reliable and valid characterization of instructional practices. This method was developed empirically via a cluster analysis using observations of 269 individual class periods, corresponding to 73 different faculty members, 28 different research-intensive institutions, and various STEM disciplines. Ten clusters, called COPUS profiles, emerged from this analysis; they represent the most common types of instructional practices enacted in the classrooms observed for this study. RTOP scores were used to validate the alignment of the 10 COPUS profiles with reformed teaching. Herein, we present a detailed description of the cluster analysis method, the COPUS profiles, and the distribution of the COPUS profiles across various STEM courses at research-intensive universities.
The authors performed a cluster analysis using observational data from 269 class periods and including 73 science, technology, engineering, and mathematics (STEM) faculty from 28 research universities. They used eight of the 25 Classroom Observation Protocol in Undergraduate STEM codes to produce 10 clusters of instructional styles across a range of Reformed Teaching Observation Protocol scores. A description of the clusters and their distribution across various STEM courses are provided. Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instructional practices between courses, monitoring changes over time, and mapping observed practices to research-based teaching. While increasingly common observation protocols (Reformed Teaching Observation Protocol [RTOP] and Classroom Observation Protocol in Undergraduate STEM [COPUS]) at the postsecondary level help achieve some of these goals, they also suffer from weaknesses that limit their applicability. In this study, we leverage the strengths of these protocols to provide an easy method that enables the reliable and valid characterization of instructional practices. This method was developed empirically via a cluster analysis using observations of 269 individual class periods, corresponding to 73 different faculty members, 28 different research-intensive institutions, and various STEM disciplines. Ten clusters, called COPUS profiles, emerged from this analysis; they represent the most common types of instructional practices enacted in the classrooms observed for this study. RTOP scores were used to validate the alignment of the 10 COPUS profiles with reformed teaching. Herein, we present a detailed description of the cluster analysis method, the COPUS profiles, and the distribution of the COPUS profiles across various STEM courses at research-intensive universities.
Audience Higher Education
Postsecondary Education
Author Pilarz, Matthew
Velasco, Jonathan B
Chakraverty, Devasmita
Stains, Marilyne
Lund, Travis J
Undersander, Molly
Rosploch, Kaitlyn
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Copyright 2015 T. J. Lund et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
2015 T. J. Lund © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2015
Copyright_xml – notice: 2015 T. J. Lund et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
– notice: 2015 T. J. Lund © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2015
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Snippet Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in...
The authors performed a cluster analysis using observational data from 269 class periods and including 73 science, technology, engineering, and mathematics...
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StartPage ar18
SubjectTerms Classroom Observation Techniques
Cluster Analysis
College Science
Comparative Analysis
Correlation
Educational Change
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Title The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice
URI http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1097013
https://www.ncbi.nlm.nih.gov/pubmed/25976654
https://search.proquest.com/docview/1681264617
https://pubmed.ncbi.nlm.nih.gov/PMC4477734
Volume 14
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