Implementing Lesson Study for Professional Development in Higher Education

Session Type: Symposium

Abstract

Lesson Study is a structured, collaborative professional development approach that gives instructors a framework for actively investigating how to improve learning in their classrooms. Despite its evidence of improving teacher practice and student learning in K12 settings, there have been few documented examples of its use among instructors in higher education. This session will feature three papers focused on LS adaptation in 2-year and 4-year institutions that are diverse in terms of size and geographic location. Two cross-cutting questions tie these papers together: How must Lesson Study be adapted to be feasible and sustainable in higher education? How and to what extent does participation in Lesson Study impact faculty practice, and by extension student learning?

Sub Unit

• SIG-Lesson Study

Chair

• Jacqueline Beth Raphael, Education Northwest

Papers

• Adapting Lesson Study for Community College Mathematics Instruction - Susan Bickerstaff, Community College Research Center; Diana Elizabeth Cruz, Teachers College, Columbia University; Melinda Leong, Education Northwest

• 16 Years of University Lesson Study: Sustaining a Faculty Learning Model - William J. Cerbin, University of Wisconsin - LaCrosse

• Adapting Lesson Study to Support Tertiary STEM Student Success: Examining Faculty and Teaching Assistant Roles - Juliet Langman, The University of Texas - San Antonio; Jorge L. Solis, The University of Texas - San Antonio; Lina M. Martin Corredor, Metropolitan State College of Denver

Discussant

• Catherine C. Lewis, Mills College