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Measuring the Middle: A Longitudinal Examination of Instructional Change during and Following a Two-Year Professional Development Program for University Faculty

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Title: Measuring the Middle: A Longitudinal Examination of Instructional Change during and Following a Two-Year Professional Development Program for University Faculty
Language: English
Authors: Reichenbach, Rebecca Sue Davidson
Source: ProQuest LLC. 2023Ph.D. Dissertation, North Dakota State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 155
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Change, Faculty Development, College Faculty, Longitudinal Studies, Evidence Based Practice, Educational Practices, Teaching Methods, STEM Education, Undergraduate Study, Program Implementation, Introductory Courses, Enrollment, Large Group Instruction
ISBN: 979-83-7961-858-2
Abstract: Traditional lecture continues to dominate undergraduate instruction in science, technology, engineering, and mathematics (STEM) despite the decades-long call to alter teaching to include more student-centered, evidence-based instructional practices (EBIPs). While researchers have done some exploration of barriers to change, a need exists for additional research that is longitudinal and that describes the process of transition. This dissertation describes and analyzes the implementation and maintenance of EBIPs among undergraduate STEM faculty who participated in a two-year professional development program (PD). Classroom actions documented with the Classroom Observation Protocol for Undergraduate STEM (COPUS: Smith et al., 2013) provide most of the data. After an initial literature review in Chapter One, the various chapters explore longitudinal EBIP implementation patterns. Chapter Two involves a mixed methods study utilizing COPUS data and the course syllabi of eight STEM instructors. The study revealed that change was not gradual but occurred in a large burst during Fall 1. Chapter Three follows the implementation of EBIPs and associations with situational, identity, and personal factors from the pre-PD Baseline to one year After-Exit. The situational factors 'Introductory Course' and 'Large Enrollment' were associated with higher After-Exit use. Chapter Four explores the assumption by prior researchers that instructors use equivalent levels of EBIPs across a semester. EBIP use was equal across the semester when COPUS data were analyzed as independent events. However, Students Working and Instructor Guiding were found to be significantly higher early in the semester in subsets analyzed as repeated measures. Chapter Five examines the correlation between Group Work (GW) and Lecture (Lec) and alterations in their use within a class session. While a moderately negative correlation between GW and Lec was discovered, there was no significant alteration in the iv amount of use or the number of incidents during the PD. Instructors who used significantly higher amounts of GW initiated their first use within a class session before 12% of the time had passed. The findings of this dissertation contribute to Discipline-Based Education Research (DBER) by identifying new details of the change process through different aspects of time. Chapter Six provides an overall conclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30318808
Accession Number: ED635323
Database: ERIC
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  Data: Traditional lecture continues to dominate undergraduate instruction in science, technology, engineering, and mathematics (STEM) despite the decades-long call to alter teaching to include more student-centered, evidence-based instructional practices (EBIPs). While researchers have done some exploration of barriers to change, a need exists for additional research that is longitudinal and that describes the process of transition. This dissertation describes and analyzes the implementation and maintenance of EBIPs among undergraduate STEM faculty who participated in a two-year professional development program (PD). Classroom actions documented with the Classroom Observation Protocol for Undergraduate STEM (COPUS: Smith et al., 2013) provide most of the data. After an initial literature review in Chapter One, the various chapters explore longitudinal EBIP implementation patterns. Chapter Two involves a mixed methods study utilizing COPUS data and the course syllabi of eight STEM instructors. The study revealed that change was not gradual but occurred in a large burst during Fall 1. Chapter Three follows the implementation of EBIPs and associations with situational, identity, and personal factors from the pre-PD Baseline to one year After-Exit. The situational factors 'Introductory Course' and 'Large Enrollment' were associated with higher After-Exit use. Chapter Four explores the assumption by prior researchers that instructors use equivalent levels of EBIPs across a semester. EBIP use was equal across the semester when COPUS data were analyzed as independent events. However, Students Working and Instructor Guiding were found to be significantly higher early in the semester in subsets analyzed as repeated measures. Chapter Five examines the correlation between Group Work (GW) and Lecture (Lec) and alterations in their use within a class session. While a moderately negative correlation between GW and Lec was discovered, there was no significant alteration in the iv amount of use or the number of incidents during the PD. Instructors who used significantly higher amounts of GW initiated their first use within a class session before 12% of the time had passed. The findings of this dissertation contribute to Discipline-Based Education Research (DBER) by identifying new details of the change process through different aspects of time. Chapter Six provides an overall conclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 155
    Subjects:
      – SubjectFull: Educational Change
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      – SubjectFull: Faculty Development
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      – SubjectFull: STEM Education
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Program Implementation
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Enrollment
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      – SubjectFull: Large Group Instruction
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