A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument

The Classroom Observation Protocol Undergraduate STEM (COPUS) tool was developed to quantify the time instructors and students engage in various activities within STEM courses. We offer a matrix of joint instructor-student behaviors rather than a pie chart of individual behaviors as an alternative p...

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Autores principales:	Patrice Marie Ludwig, Samantha Colleen Bates Prins
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/a5d62acfe22b45689ce6526373374943
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spelling	oai:doaj.org-article:a5d62acfe22b45689ce65263733749432021-11-15T15:04:12ZA Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument10.1128/jmbe.v20i3.15351935-78851935-7877https://doaj.org/article/a5d62acfe22b45689ce65263733749432019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i3.1535https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The Classroom Observation Protocol Undergraduate STEM (COPUS) tool was developed to quantify the time instructors and students engage in various activities within STEM courses. We offer a matrix of joint instructor-student behaviors rather than a pie chart of individual behaviors as an alternative perspective on the presentation of the results from the COPUS instrument. We suggest that the presentation of the results using this matrix tool allows for finer-scale insights into the learning environment in a classroom. Using this matrix tool, we identified four profiles of instructor-student behavior in undergraduate STEM classes at our regional comprehensive Master’s institution: lecture, lecture plus (lecture with students posing questions to the instructor), standing clickers/IF-ATs (immediate feedback assessment technique—instructor poses questions using some form of immediate response method but does not move around groups), and roving groups (requiring instructor to move between groups). Prior to using the COPUS instrument we placed each of the observed faculty along the active learning spectrum. Our matrix tool was validated by alignment of the matrix tool profiles with these a priori designations. We offer suggestions regarding how this matrix tool can be best used to inform faculty professional development to move instructors along the active learning spectrum.Patrice Marie LudwigSamantha Colleen Bates PrinsAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Patrice Marie Ludwig Samantha Colleen Bates Prins A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument
description	The Classroom Observation Protocol Undergraduate STEM (COPUS) tool was developed to quantify the time instructors and students engage in various activities within STEM courses. We offer a matrix of joint instructor-student behaviors rather than a pie chart of individual behaviors as an alternative perspective on the presentation of the results from the COPUS instrument. We suggest that the presentation of the results using this matrix tool allows for finer-scale insights into the learning environment in a classroom. Using this matrix tool, we identified four profiles of instructor-student behavior in undergraduate STEM classes at our regional comprehensive Master’s institution: lecture, lecture plus (lecture with students posing questions to the instructor), standing clickers/IF-ATs (immediate feedback assessment technique—instructor poses questions using some form of immediate response method but does not move around groups), and roving groups (requiring instructor to move between groups). Prior to using the COPUS instrument we placed each of the observed faculty along the active learning spectrum. Our matrix tool was validated by alignment of the matrix tool profiles with these a priori designations. We offer suggestions regarding how this matrix tool can be best used to inform faculty professional development to move instructors along the active learning spectrum.
format	article
author	Patrice Marie Ludwig Samantha Colleen Bates Prins
author_facet	Patrice Marie Ludwig Samantha Colleen Bates Prins
author_sort	Patrice Marie Ludwig
title	A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument
title_short	A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument
title_full	A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument
title_fullStr	A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument
title_full_unstemmed	A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument
title_sort	validated novel tool for capturing faculty-student joint behaviors with the copus instrument
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/a5d62acfe22b45689ce6526373374943
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A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument

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