Version 1
: Received: 28 January 2021 / Approved: 10 February 2021 / Online: 10 February 2021 (09:01:23 CET)
How to cite:
Chen, X.; Redden, J.; Bobrownicki, A.; Gill, J.; Graham, M. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. Preprints2021, 2021020247. https://doi.org/10.20944/preprints202102.0247.v1
Chen, X.; Redden, J.; Bobrownicki, A.; Gill, J.; Graham, M. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. Preprints 2021, 2021020247. https://doi.org/10.20944/preprints202102.0247.v1
Chen, X.; Redden, J.; Bobrownicki, A.; Gill, J.; Graham, M. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. Preprints2021, 2021020247. https://doi.org/10.20944/preprints202102.0247.v1
APA Style
Chen, X., Redden, J., Bobrownicki, A., Gill, J., & Graham, M. (2021). Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. Preprints. https://doi.org/10.20944/preprints202102.0247.v1
Chicago/Turabian Style
Chen, X., Julia Gill and Mark Graham. 2021 "Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses" Preprints. https://doi.org/10.20944/preprints202102.0247.v1
Abstract
Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classroom beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with potential to fill this gap. Unlike curriculum mapping -- which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study – course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.
Business, Economics and Management, Accounting and Taxation
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
