Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses

Autor/inn/en	Chen, Xinnian; Redden, John M.; Bobrownicki, Aiyana; Gill, Julia; Graham, Mark J.
Titel	Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses
Quelle	In: CBE - Life Sciences Education, 20 (2021) 2, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Science Instruction; Team Teaching; Teaching Methods; Student Centered Learning; Active Learning; College Faculty; Undergraduate Students; Instructional Innovation; Visual Aids; Course Content; Outcomes of Education; Educational Planning; Curriculum Design; Course Evaluation; Student Evaluation; Teacher Collaboration; Anatomy; Physiology; Educational Improvement; Connecticut + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Fakultät; Educational Innovation; Bildungsinnovation; Anschauungsmaterial; Kursprogramm; Lernleistung; Schulerfolg; Bildungsplanung; Lehrplangestaltung; Schulnote; Studentische Bewertung; Lehrerkooperation; Anatomie; Physiologie; Teaching improvement; Unterrichtsentwicklung
Abstract	Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with the potential to fill this gap. Unlike curriculum mapping--which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study--course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01