I’ve Been Given COPUS (Classroom Observation Protocol for Undergraduate STEM) Data on My Chemistry Class... Now What?

• Barbara A. Reisner ^[1] ; Cole L. Pate ^[1] ; Melissa M. Kinkaid ^[1] ; Daniel M. Paunovic ^[1] ; Justin M. Pratt ^[2] ; Joanne L. Stewart ^[3] ; Jeffrey R. Raker ^[2] ; Anne K. Bentley ^[4] ; Shirley Lin ^[5] ; Sheila R. Smith ^[6]
  1. [1] James Madison University

     James Madison University

     Estados Unidos

     
  2. [2] University of South Florida

     University of South Florida

     Estados Unidos

     
  3. [3] Hope College

     Hope College

     City of Holland, Estados Unidos

     
  4. [4] Lewis & Clark College

     Lewis & Clark College

     Estados Unidos

     
  5. [5] United States Naval Academy

     United States Naval Academy

     Estados Unidos

     
  6. [6] University of Michigan–Dearborn

     University of Michigan–Dearborn

     City of Dearborn, Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 4, 2020, págs. 1181-1189
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Classroom observation data using tools such as the Classroom Observation Protocol for Undergraduate STEM (COPUS) are frequently collected in instructional settings for large-scale research studies and program assessment. While COPUS data may be provided to instructors, it is often provided with little or no guidance on how the data can be used to inform teaching practice. This communication is designed to serve as a guide for chemistry instructors to understand the COPUS data from their course, facilitate engagement with the results, and provide strategies for making meaningful changes in response to the data.