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

Susan D. Hester, Katelyn M. Southard, Young Ae Kim, Jonathan Cox, Lisa K. Elfring, Paul Blowers, Vicente Talanquer

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
JournalCollege Teaching
DOIs
StateAccepted/In press - 2021

Keywords

  • Active learning
  • formative assessment
  • instructional team
  • instructional-teams model
  • learning assistants

ASJC Scopus subject areas

  • Education

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