Investigating Classroom Patterns and Behaviors Based on Classroom Observation Protocol for Undergraduate STEM (COPUS)

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Div J, Section 4 Poster Session 1

Abstract

In undergraduate STEM courses, active learning improves student comprehension and reduces failure rates. Tools like the Classroom Observation Protocol for Undergraduate STEM (COPUS) mainly distinguish active from didactic teaching, not specific pedagogical approaches. Identifying these approaches at scale is challenging due to time-intensive and subjective protocols. COPUS offers a more objective and efficient alternative. Although not designed for this purpose, we hypothesize that recognizable patterns in COPUS behaviors may indicate specific approaches. We analyzed class recordings and interviewed faculty to link COPUS-observable behaviors with instructors’ intentional pedagogical methods. Our findings suggest COPUS can reasonably identify distinct teaching strategies but struggles to distinguish similar approaches, such as POGIL and worksheet activities. This work aims to support evidence-based instructional practices in STEM education.

Author

• Yousif Muten, Auburn University