Benefits and Challenges in the Implementation of an Instructional-Teams Model for Supporting Evidence-Based Instructional Practices in Large-Enrollment STEM Courses

Autor/inn/en	Hester, Susan D.; Southard, Katelyn M.; Kim, Young Ae; Cox, Jonathan; Elfring, Lisa K.; Blowers, Paul; Talanquer, Vicente
Titel	Benefits and Challenges in the Implementation of an Instructional-Teams Model for Supporting Evidence-Based Instructional Practices in Large-Enrollment STEM Courses
Quelle	In: College Teaching, 71 (2023) 3, S.143-154 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hester, Susan D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2021.1996323
Schlagwörter	Affordances; Barriers; Team Teaching; Evidence Based Practice; Teaching Methods; Large Group Instruction; Enrollment; STEM Education; Teaching Assistants; College Students; College Faculty + Suchen Sie Ihr Suchwort? Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Einschulung; STEM; Collegestudent; Fakultät
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01