Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Faculty Development Constituency Committee
The present research study explored engineering faculty’s perceptions and experiences with the Classroom Observation Protocol for Undergraduate STEM (COPUS). Many peer-observation programs are instated in engineering colleges with the goal of improving teaching practices. Instructors participating in peer-observation faculty development programs can use COPUS to characterize student and instructor behaviors as-well-as the extent of use of student-centered teaching practices in their classrooms. Research on the Classroom Observation Protocol for Undergraduate STEM (COPUS) has demonstrated success in Engineering classrooms. However, the majority of the studies have neglected to document Engineering instructors’ experiences with the protocol.
In recognizing the colleges’ desire to improve student learning, measure current usage of research-based instructional practices, and enhance teaching practices employed by the faculty, a pilot peer-observation program was instituted. The program was facilitated by an interdisciplinary research and faculty development team led by the dean of the college.
Six faculty observers and six instructors across five engineering departments volunteered to participate in the program. First, the observers completed the COPUS training. In teams of two, they observed 6 instructors for a total of 12 observations. Post observations, the observers provided feedback to the instructors and shared the results of their observational protocol. Faculty observers and instructors were interviewed by the researchers to gather their opinions on the protocol and survey interest and willingness to participate in future iterations of the program. Similarly, instructors were interviewed on their opinions of participating in the program. In addition, instructors completed the Teaching Practices Inventory. Data gathered through the semi-structured interview protocol and the teaching practices inventory were analyzed by the research team. Results of the study are presented in this paper.
Daher, T., & Pérez, L. C., & Babchuk, W. A., & Arthurs, L. A. (2018, June), Exploring Engineering Faculty Experiences with COPUS: Strategies for Improving Student Learning Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30486
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015