Board 401: The Fidelity of Implementation of a Lesson-Study Framework in Engineering Courses at a Hispanic-Serving Institution

Janeth Martinez-Cortes; Mark Appleford; Jose Francisco Herbert Acero; Harry R. Millwater; Heather Shipley

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 8
Permanent URL: https://peer.asee.org/46989

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Paper Authors

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Janeth Martinez-Cortes The University of Texas at San Antonio

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Dr. Janeth Martinez-Cortes is a postdoctoral fellow at the University of Texas at San Antonio. She holds a PhD in Culture, Literacy, and Language from the University of Texas at San Antonio. Her research interests are access and success for Latinx students in STEM, identity and sense of belonging, and understanding factors shaping Latinx student success in STEM tertiary contexts.

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Mark Appleford The University of Texas at San Antonio

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Jose Francisco Herbert Acero The University of Texas at San Antonio orcid.org/0000-0003-3206-9304

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Dr. Francisco Herbert got his Ph.D. degree in engineering sciences from the Monterrey Institute of Technology and Higher Education (ITESM) in 2015. He serves as professor of instruction at the Mechanical Engineering department of the University of Texas at San Antonio.

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Harry R. Millwater Jr. The University of Texas at San Antonio

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Heather Shipley The University of Texas at San Antonio

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Dr. Heather J. Shipley is currently the Interim Vice Provost and Dean of the University College and Burzik Professor in Civil and Environmental Engineering at the University of Texas at San Antonio. She holds a BS degree in Chemistry from Baylor Universit

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Abstract

This paper reports on one aspect of a four-year NSF-funded transforming STEM undergraduate education initiative carried out at a public R1 Hispanic Serving Institution (HSI) in the U.S. southwest. The aim of the initiative focused on improving Latinx undergraduate STEM education through: 1) the restructuring of undergraduate STEM courses; 2) providing research opportunities; and 3) developing a near-peer mentoring program. This paper focuses on analyzing the use of a language-rich STEM Lesson Study (LR-LS) framework related to the restructuring of critical undergraduate engineering courses (Authors, 2021; Author 2023). Lesson study (LS) meetings were intended to offer faculty professional development on teaching and learning practices as well as a collaborative space to redesign course lessons. In this paper we examine the extent to which faculty engage in the LR-LS framework through a fidelity of implementation (FOI) analysis across four-years. FOI refers here to adherence and quality of implementation of the instructional model (Akiba et al., 2022; Albers & Pattuwage, 2017). Additionally, a report on student outcome data in relation to the FOI of the LR-LS framework is provided. The LR-LS framework incorporates socio-cultural pedagogical principles within lesson study designed to improve instruction and learning through focused attention to learning challenges (Cerbin, 2018; Lewis & Perry 2014; Wood & Cajkler, 2018). To examine the FOI, an LR-LS FOI rubric was developed to score faculty on five core indicators of the LR-LS framework: 1) STEM/academic literacy, 2) orientations to student learning, 3) affordances for student interaction, 4) reflective practice, and 5) faculty leadership. The quality of the implementation was assessed using a four-point scale. A score of “0” means the indicator was not present, “1” reflects minimal implementation, “2” reflects moderate implementation, and “3” reflects strong implementation. Data were drawn from four semesters of LS activities consisting of 46 LS meeting transcripts and 6 classroom observation video-logs of lesson implementations for two focal engineering instructors. The authors analyzed and coded LS meeting transcripts and video recorded lessons with respect to LR-LS FOI rubric indicators. The authors then reviewed the coded segments and scored individual engineering faculty. Composite scores for each of the two engineering faculty were calculated across four semesters to examine the quality of their engagement with the LR-LS framework. These scores ranged from moderate (score less than 2) to high levels of implementation (score greater than or equal to 2). The findings of the student outcome data indicated differences between Latinx students who participated in a course section with high FOI (Vasquez Cano & Yin, 2023). Latinx students in high FOI course sections had a higher change in STEM self-efficacy, were more likely to still be enrolled in a STEM major, be in good academic standing, and to apply to graduate school. While students in a section with moderate FOI experienced an increase in sense of belonging (Vasquez Cano & Yin, 2023). However, the results of the regression analysis, while indicating a positive trend in outcome measures, did not reach statistical significance. Recommendations for higher education practitioners and researchers are provided.

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Martinez-Cortes, J., & Appleford, M., & Herbert Acero, J. F., & Millwater, H. R., & Shipley, H. (2024, June), Board 401: The Fidelity of Implementation of a Lesson-Study Framework in Engineering Courses at a Hispanic-Serving Institution Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46989

TY - CPAPER
AB - This paper reports on one aspect of a four-year NSF-funded transforming STEM undergraduate education initiative carried out at a public R1 Hispanic Serving Institution (HSI) in the U.S. southwest. The aim of the initiative focused on improving Latinx undergraduate STEM education through: 1) the restructuring of undergraduate STEM courses; 2) providing research opportunities; and 3) developing a near-peer mentoring program. This paper focuses on analyzing the use of a language-rich STEM Lesson Study (LR-LS) framework related to the restructuring of critical undergraduate engineering courses (Authors, 2021; Author 2023). Lesson study (LS) meetings were intended to offer faculty professional development on teaching and learning practices as well as a collaborative space to redesign course lessons. In this paper we examine the extent to which faculty engage in the LR-LS framework through a fidelity of implementation (FOI) analysis across four-years. FOI refers here to adherence and quality of implementation of the instructional model (Akiba et al., 2022; Albers &amp;amp; Pattuwage, 2017). Additionally, a report on student outcome data in relation to the FOI of the LR-LS framework is provided.
The LR-LS framework incorporates socio-cultural pedagogical principles within lesson study designed to improve instruction and learning through focused attention to learning challenges (Cerbin, 2018; Lewis &amp;amp; Perry 2014; Wood &amp;amp; Cajkler, 2018). To examine the FOI, an LR-LS FOI rubric was developed to score faculty on five core indicators of the LR-LS framework: 1) STEM/academic literacy, 2) orientations to student learning, 3) affordances for student interaction, 4) reflective practice, and 5) faculty leadership. The quality of the implementation was assessed using a four-point scale. A score of “0” means the indicator was not present, “1” reflects minimal implementation, “2” reflects moderate implementation, and “3” reflects strong implementation. Data were drawn from four semesters of LS activities consisting of 46 LS meeting transcripts and 6 classroom observation video-logs of lesson implementations for two focal engineering instructors. The authors analyzed and coded LS meeting transcripts and video recorded lessons with respect to LR-LS FOI rubric indicators. The authors then reviewed the coded segments and scored individual engineering faculty. Composite scores for each of the two engineering faculty were calculated across four semesters to examine the quality of their engagement with the LR-LS framework. These scores ranged from moderate (score less than 2) to high levels of implementation (score greater than or equal to 2).
The findings of the student outcome data indicated differences between Latinx students who participated in a course section with high FOI (Vasquez Cano &amp;amp; Yin, 2023). Latinx students in high FOI course sections had a higher change in STEM self-efficacy, were more likely to still be enrolled in a STEM major, be in good academic standing, and to apply to graduate school. While students in a section with moderate FOI experienced an increase in sense of belonging (Vasquez Cano &amp;amp; Yin, 2023). However, the results of the regression analysis, while indicating a positive trend in outcome measures, did not reach statistical significance. Recommendations for higher education practitioners and researchers are provided.

AU - Janeth Martinez-Cortes
AU - Mark Appleford
AU - Jose Francisco Herbert Acero
AU - Harry R. Millwater Jr.
AU - Heather Shipley
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 401: The Fidelity of Implementation of a Lesson-Study Framework in Engineering Courses at a Hispanic-Serving Institution
UR - https://peer.asee.org/46989
ER -