June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.664.1 - 26.664.12
Enhancing STEM Education at University XYZ – Year 1Development and implementation of innovative instructional practices are currently underway incourses in many STEM programs at University XYZ. Not surprisingly, they tend to be largelysequestered within a discipline, target different, specific elements, and are at varying stages ofimplementation. However University XYZ is witnessing elements of transdisciplinarycollaboration emerging. The ESTEME@XYZ Program presents an opportunity to catalyze broadinstitutional change through scaling and cross-pollination of efforts utilizing two evidence-basedinstructional practices (EBIPs), interactive engagement with frequent formative feedback andformal cooperative learning, in targeted classes in five STEM departments (biology, chemistry,engineering, mathematics, and physics). Project EBIPs are based on an interactive lectureenvironment combined with a studio workshop-based cooperative recitation environment;targeted outcomes are students’ well-connected conceptual knowledge structures and abilities tonon-linearly and iteratively solve problems utilizing conceptual understanding. The courses wehave initially selected for implementation of EBIPs are the calculus-based introductory courses.Normalizing effort across these courses ensures that there will be opportunities for students tohave multiple synergistic experiences (especially in years 1 and 2) early in demanding STEMmajors.Our efforts are based on a strategic interaction of socio-cultural and cognitive theories oforganizational change (communities of practice, social capital and diffusion of innovations,organizational learning), impacts on individual learning (conceptual change regarding cognitiveschemas, motivation, self-efficacy, social resources), and evidence based pedagogical practices(interactive engagement, frequent formative feedback, and formal cooperative learning, andresponsive formative assessment).We use communities of practice (CoP) as the primary mechanism for implementation andscaling of EBIPs. CoPs will be directed towards two areas (i) curricular development and (ii)instructional practice. In the first area, CoPs allow faculty who have been independentlydeveloping and implementing similar innovative instructional practices to regularize acrossdepartments. This activity supports further development – allowing innovators to borrow fromone another and to collectively address problems they cannot solve independently. In the secondarea, CoPs permit faculty and student instructors to explicitly address and negotiate an essentialtension: developing one’s skill in instruction requires an educator to deepen her/hisunderstanding and metacognition concerning what she/he is teaching (disciplinary content) andhow she/he is teaching it (instructional strategies). In both these areas, the CoPs facilitateevolving relationships amongst members developed around things that matter. Our approach isbased on the premise that in the inclusion of three interacting elements - (i) using community-agreed upon EBIPs; (ii) while working to increase scale, and (iii) learning about what other unitsare doing and how they are doing it through CoPs - we have components for emergentorganizational change.This poster presentation reports on Year 1 of this project.
Koretsky, M., & Bouwma-Gearhart, J., & Brown, S. A., & Dick, T., & Brubaker-Cole, S. J., & Sitomer, A., & Quardokus Fisher, K., & Risien, J., & Little, D. L., & Smith, C., & ivanovitch, J. D. (2015, June), Enhancing STEM Education at Oregon State University – Year 1 Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24002
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