ERIC Number: EJ1396295
Record Type: Journal
Publication Date: 2023
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-7555
EISSN: EISSN-1930-8299
Available Date: N/A
Benefits and Challenges in the Implementation of an Instructional-Teams Model for Supporting Evidence-Based Instructional Practices in Large-Enrollment STEM Courses
Hester, Susan D.; Southard, Katelyn M.; Kim, Young Ae; Cox, Jonathan; Elfring, Lisa K.; Blowers, Paul; Talanquer, Vicente
College Teaching, v71 n3 p143-154 2023
Instructors often encounter challenges in the implementation of evidence-based teaching practices in large-enrollment STEM courses. A novel Instructional-Teams Model (I-TM) seeks to address some of these challenges with the support of student assistants in specialized roles. I-TM roles focus on supporting course and classroom management (instructional managers), formative assessment (learning researchers), and student engagement (learning assistants, who are already a common feature of many large-enrollment STEM courses). We analyzed benefits and challenges in teaching with this model as expressed by participating instructors. Our results support the utility of the I-TM for implementing evidence-based, active-learning instruction in large-enrollment STEM courses.
Descriptors: Affordances, Barriers, Team Teaching, Evidence Based Practice, Teaching Methods, Large Group Instruction, Enrollment, STEM Education, Teaching Assistants, College Students, College Faculty
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: 1626531
Author Affiliations: N/A