Invited Guest Speakers
Sponsored by the School of Molecular Biosciences & CVM Teaching Academy
March 23, 2017
Dr. Stains has been developing strategies to bring together and nurture the UNL STEM Education Research Community since she accepted her offer to come and work at UNL in Spring 2011. She has been leading the development and implementation of three major initiatives: the STEM Education Seminar series, the Discipline-Based Education Research (DBER) Journal Club, and the STEM Education Research Retreat. Each of these efforts are highlighted below
|Schedule of Events:|
8 - 12 pm - Individual Meetings
12:10 pm - SMB Seminar: "Capturing instructional practices in the chemistry classrooms and laboratories: New research-based tools to address both instructors’ and researchers’ needs"
Location: BLS 402 (Biotechnology Life Sciences Building)
Abstract: Within the last ten years, there has been a growing interest in transforming the instructional practices in science courses at the university level. As the variety of pedagogical professional development efforts expand, there is an increasing need to quantify teaching practices. Stakeholders may be interested in monitoring changes over time, comparing instructional practices between instructors or courses, or mapping observed behaviors to research-defined teaching practices. Although existing observation protocols may address some of these goals, their applicability is restricted by critical limitations. In this presentation, we describe two methods for the reliable and valid characterization of instructional practices via easily-collected observational data. The first method was developed empirically via a cluster analysis using observations of 269 individual class periods, collected from 74 different faculty at 28 different research-intensive institutions in the United-States. We will describe the ten basic clusters of instructional behaviors that emerged from this analysis. In addition, a detailed breakdown of typical instructional practices by course level, class size, classroom layout, and faculty teaching experience will be provided. The second method derives from this first method and follows a similar analytical lens but focuses on instruction in the chemistry laboratory. Both of these methods have been developed with researchers and instructors in mind so that they can be used to measure changes as a results of a pedagogical intervention but also as a tool to train or refine one’s own instructional practices.
2:00 - 4:00 pm- Workshop: “The Ins and Outs of Peer Instruction: Leveraging students to promote and monitor conceptual growth in large courses"
Location: BLS 402
Abstract: Peer Instruction is an evidence-based instructional strategy that leverages personal response systems (e.g., clickers, Learning Catalytics) to promote students conceptual understanding in large courses. This strategy is one of the most investigated active learning practices and, arguably, one of the easiest to integrate in one’s practice. In this workshop, you will learn about the details of Peer Instruction, the research demonstrating its efficacy and supporting the particulars of its implementation as well as the learning principles that underpin this strategy.