Instructional practices in reformed undergraduate STEM learning environments: a study of instructor and student behaviors in biology courses

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

“…Similar to in-person findings in Kranzfelder, Lo, et al (2019), our data suggest that if instructors implemented more Guiding activities, then students were most likely engaged in more Working & Talking behaviors in the online learning environment. Our results are important to show instructors what online practices effectively engage their students in active learning activities and what online functions can be used to support the implementation of these activities.…”

“…Following Smith et al (2014), we collapsed instructor COPUS codes into four categories: Presenting, Guiding, Administering, and Other. Following Kranzfelder, Lo, et al (2019), we collapsed student COPUS codes into four categories: Receiving, Working & Talking, Assessment, and Other.…”

“…[Insert (Kranzfelder, Lo, et al, 2019;Smith et al, 2014). Following Smith et al (2014), we collapsed instructor COPUS codes into four categories: Presenting, Guiding, Administering, and Other.…”

“…We developed pseudonyms that represented the race and gender for each instructor to keep the instructors de-identified, but still reflect their demographics. We used the collapsed categories developed by Smith et al (2014) to compare instructor's in-person COPUS to the E-COPUS data and Kranzfelder, Lo, et al (2019) to compare student's in-person COPUS to the E-COPUS data. To determine any differences among the collapsed COPUS codes by class format, we followed Smith et al (2014), Lewin et al (2016), andKranzfelder et al (2020) to examine the average percentage of COPUS codes implemented between each instructor's in-person and online class sessions.…”

STEM(ing) the Tide: A Critical Race Theory Analysis in STEM Education1

“…Through a CRT lens, this means faculty must "raise the level of thinking to that of theorizing and problem solving" (Bentley & Fleury, 2017, p. 8). For example, Kranzfelder et al (2019) presented a study showing faculty in a biology classroom using less class time on lectures and more time with students actively engaging one another. This pedagogical shift allowed students to explore biology concepts through their own lenses.…”