Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning.

ABSTRACT: There is a growing need for valid and reliable measures to monitor the efficacy of undergraduate science, technology, engineering, and mathematics (STEM) reform initiatives. The Classroom Observation Protocol for Undergraduate STEM (COPUS) is a widely used tool originally designed to measure the presence of overt instructor and student behaviors. It has subsequently been used to characterize instruction along a continuum from didactic to student centered, and more recently to categorize instruction into one of three styles. Initiatives focused on professional development often support instructors' progression from didactic to student-centered styles. There is a need to examine COPUS instructional styles in terms of behaviors that research has shown to improve student learning. Formative as

SUBMITTER: McConnell M 

PROVIDER: S-EPMC8734398 | biostudies-literature | 2021 Jun

REPOSITORIES: biostudies-literature