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Leveraging classroom observations to promote instructional change


While the development and widespread implementation of new observation protocols for postsecondary classrooms is providing new insights into the instructional practices of faculty, it is also raising questions about efficient strategies to leverage these data to promote meaningful reflection by the faculty and inform change in their teaching. The goal of this working session is to identify effective strategies grounded in the literature and our own practices to provide actionable feedback to faculty based on results of classroom observations. In particular, we will 1) summarize the research on effective practices to provide feedback to faculty, 2) share our developing strategy to leverage data collected from the Classroom Observation Protocol for Undergraduate STEM (COPUS), and 3) brainstorm ways to align each other’s strategies to these research findings. Participants to this session are encouraged to bring drafts or fully developed strategies that they have used to provide feedback to faculty based on classroom observations. The audience targeted is staff and faculty who are involved in the professional development of faculty and graduate students

Presented by:
Dr. Marilyne Stains, PhD.
Associate Professor, Chemical Education
Chemistry Department
University of Nebraska - Lincoln


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