1. ESTEME@OSU: Enhancing STEM Education at Oregon State University
Milo Koretsky, Jana Bouwma-Gearhart, Shane Brown, Tom Dick, Susie Brubaker-Cole
Ann Sitomer, Kathy Quardokus Fisher, Julie Risien, Christina Smith, Nichole Pitterson, Ying Cao, and John Ivanovitch
Framework and Objectives
Organizational Research
Course Implementation of EBIPs
We share our experience of implementing a project to increase evidence-based instructional practices (EBIPS) in large, introductory-level STEM courses via inter-and intra-disciplinary communities of practice (CoPs), targeted synergy with other STEM improvement entities (including a new STEM Center), and modification of pertinent organizational structures.
We consider the organization at the micro- (individual), meso- (unit), and macro-levels (institution) (Trowler et al., 2005). This multi-scale approach allows a comprehensive view of the organization and allows data to be captured that details the changes within the organization.
Events 1
Center for Teaching and Learning Events
Across Units CoP
STEM Center Events
Project Synthesis
CoP on Specific Projects
Conference Participation
Instruction-related Data Consultation
Data Sources
Administrative Interviews
Policy Documents
Project Team Interviews
Event and CoP Observations
CoP Observations
Administrative and Educator Interviews
GTA Practices Observation
Educators Survey
Educator Interviews
Classroom Observations
Student Data
Macro - Institution
Meso - Department
Micro - Individual
Analysis based upon Theoretical Frameworks
Theory of Action
Design-Based Implementation Research
Events
Data Sources
Elements of
Evidence Based Instructional Practices (EBIPS)
Interactive engagement with frequent formative feedback (lecture)
Cooperative learning (studio workshop)
Communities of Practice (CoPs; Wenger, 1998)
Design Based Implementation Research (Penuel et al., 2011)
Organizational change
Student gains
Institutional Integration and Sustainability
Activities
Resources
Design-Based Implementation Research
EBIPS
CoPs
Student (and Faculty) Learning
Organizational Change
Achievement
Learning Environ.
Epistemology
Micro Level
Meso Level
Macro Level
Outcomes
Impacts
Units
Number of Courses
Enrollment Number
Activities
Integrative Biology 25
12,604
POGIL; Clickers; Inquiry-based laboratories;
Pedagogically-trained LAs
Chemistry
8,861
Pre-post assessment by topic; Flipped class
Engineering 15
3,808
Concept Warehouse; Cooperative learning studio; Pedagogically trained LAs
Mathematics 4
288
Clickers; Treisman Excel Studio
Physics 8
3,057
Clickers; SCALE-UP studio, Flipped class, Pedagogically-trained LAs
Relationships between EBIPs and the Foundation for Disciplinary Thinking
Scientific
Inquiry
Communities of Practice (CoPs)
Disciplinary
thinking
Mathematical
Argumentation
Engineering
Design
Faculty,
Food,
& Fun
Studio
Workshops
Developing non-linear and iterative problem solving in a cooperative learning environment
Foundational
knowledge,
skills,
habits of mind
Developing conceptual understanding and well connected knowledge structures utilizing interactive engagement and frequent formative feedback
Lecture
Title
Action Plan for Organizational Change
We use Design-Based Implementation Research (DBIR; see above and below) as a research methodology so that events are analyzed to inform and redesign the theory of action for the particular Community of Practice, unit, and/or the organization.
We conjecture that widespread change to practice will be facilitated by participation in intra- and interdisciplinary Communities of Practice (CoP). As these changes occur, data are gathered on the impact of activities and findings are shared with members of the community. These findings are then used to initiate or catalyze further organizational change.
Action Research Fellowship (ARF) Program
The OSU Learning Assistant (LA) Program
Elements of Design-Based Implementation Research
(from Penuel et al., 2011, p. 332)
A focus on persistent problems of practice from from multiple stakeholders’ perspective
A commitment to iterative, collaborative design
A concern with developing theory related to both classroom learning and implementation through systemic inquiry
A concern with developing capacity for sustaining change in systems
(Project Conclusion)
This is adapted from ASEE poster 2016 v9.
Changes planned to make:
First and third columns not change.
Column 2, replace the table with Table 2 in ASEE Year 2 report (2016)， add winter 2016 #s?
Remove CoP.
Remove middle image.
Table about ARF (2016 educator engineering 5 or 10?)
Table about LA (not include # of trained?)
Any changes in logos?
Formatting: check the guidelines.
Winter 2014
(Project Starts)
The ARF program supports instructors already using EBIPs in lower division science, mathematics or engineering courses to take the next step in educational innovation through action research; that is, asking and answering questions about practice and collecting evidence in their own classroom to inform practice.
Acknowledgements
The work represented in this poster is based upon work supported by the National Science Foundation under Grant No DUE Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. We are grateful to the individuals who participated in the studies associated with this work and the people who supported this work with their time and help.
References
Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., DearDorff, D. L., Allain, R. J., … , Risley, J. S. (2007). The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. Research-based reform of university physics, 1(1), 2-39.
Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78(11),
Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7),
Trowler, P., Fanghanel, J., & Wareham, T. (2005). Freeing the chi of change: the Higher Education Academy and enhancing teaching and learning in higher education. Studies in Higher Education, 30(4),
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.
Fellows are supported in three ways:
participation in an interdisciplinary community of instructors with similar goals to apply what research tells us about learning in the classroom;
partnership with a member of the research team with expertise in education research and classroom practice to support research design, data collection and analysis; and
$3,000 financial support.
OSU’s LA program aims to improve education and success of all STEM students and to promote use of EBIPs. The program originated in Integrative Biology and has spread to other units, including physics and engineering. In , the OSU LA Program will impact between STEM students per term.