Faculty Development
Observations with faculty interviews of teaching practices in Introductory STEM courses using the Learning-assistant approach
(Multiple STEM courses in the College of Science: Current researchers: Josh Edwards and Hector Torres, and collaborators in CSME. If you are interested in learning more about the LA program at the University of Utah, please visit https://csme.utah.edu/la/.)
While a model prescription for implementing LAs into classrooms is offered by the international LA community, variations to this model are often necessary to meet the specific needs of an instructor or class. The goal of this study is to survey the landscape of the various modes in which LAs are implemented across STEM classes at the University of Utah. By understanding how LAs operate in various contexts, we hope to provide faculty with a range of options within the broader LA model for implementing LAs into their classrooms in a manner that meets their class’s specific needs. We a re using a mixed-methods approach in this project, in which we are categorizing faculty into different learning-assistant implementation styles based on quantitative observation data (using a modified OPAL tool to include learning-assistant behaviors). We are conducting a survey and follow-up qualitative faculty interviews to further understand why faculty used these styles. This faculty-based project is in close collaboration with the learning-assistant research program described in the Collaborative Learning Approaches Section.
Observation of teaching practices in Introductory STEM courses, specifically the use of active-learning approaches and gender-based participation, to improve classroom inclusivity
(introductory biology, general chemistry, Calculus and introductory physics: Current researchers: Utah includes Josh Edwards; Washington University in St. Louis includes Ali York (CIRCLE) and Angela Fink (CIRCLE))
We use a mixed-methods approach in the overall project, we categorize faculty into different active-learning implementation styles based on quantitative observation data (using the classroom observation protocol called Observation Protocol for Active Learning, or OPAL, (Frey et al., 2016)), and typically conduct qualitative interviews to further understand why faculty used these styles. Currently, we are focusing on large introductory courses in biology, chemistry, mathematics, and physics. We have recently expanded this project to including studying inclusivity in the classroom, by examining with individual participation based on different perceived gender participation, and adapting the OPAL tool. Although student participation can be seen in many different ways in the classroom, we are predominately focusing on students who individually contribute to the discussion in the classroom.
Inclusive Teaching in STEM Education for Current and Future Faculty (Collaborative Multi-Institutional NSF grant; Utah – SuYeong Shin)
(Current researchers: Utah includes SuYeong; Researchers at University of Wisconsin-Madison, Northwestern University, Boston College, University of Michigan, and University of Georgia)
This project is creating and delivering an online program, with facilitated discussion groups, to improve the awareness, confidence, and ability of current and future faculty to create inclusive STEM learning environments for their students. We plan to build and sustain a diverse network of institutions through learning communities of facilitators that will utilize our content to advance inclusive learning and teaching on their campuses. We will examine the effect of this program on participants as they are taking the course, as they incorporate what they have learned into their courses, and the effect their changes have on their students. The primary research analysis will be contributed to by three of the collaborating institutions, the University of Utah, the University of Wisconsin-Madison, and University of Georgia, with the University of Utah being lead research institution.