Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses-Reference-Cited by-同舟云学术

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Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses

Published:2021-06 Issue:2 Volume:20 Page:es5
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Chen Xinnian¹,Redden John M.¹,Bobrownicki Aiyana²,Gill Julia³,Graham Mark J.³

Affiliation:

1. Department of Physiology and Neurobiology, University of Connecticut, Storrs, CT 06269

2. Center for Teaching and Learning, Yale University, New Haven, CT 06511

3. STEM Program Evaluation and Research Laboratory (STEM-PERL), Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06511

Abstract

This Essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. It discusses how this approach can improve curricular design, course evaluation, student assessment, and communication between co-instructors.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference41 articles.

1. Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference

2. Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

3. Defining and Teaching Evaluative Thinking

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