Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data

Abstract

With the increased value of independently collected classroom observation data to biology education research, it is important that the field analyzes these data in the most appropriate manner. This work highlights considerations for cluster analysis of COPUS data and provides recommendations for researchers moving forward.

Look Who's Talking: Teaching and Discourse Practices across Discipline, Position, Experience, and Class Size in STEM College Classrooms

“…COPUS is a popular protocol for measuring traditional lecturing versus active learning at department-wide (Kranzfelder et al 2019b , Reisner et al 2020 ), institution-wide (Smith et al 2014 , Lund and Stains 2015 , Lund et al 2015 , Lewin et al 2016 , Akiha et al 2018 , Meaders et al 2019 , Tomkin et al 2019 , Denaro et al 2021 ), and multiple-institution scales (Stains et al 2018 , Borda et al 2020 , Lane et al 2021 ) for education research, faculty teaching professional development (PD), and tenure and promotion purposes. In contrast, CDOP is a new protocol for measuring discourse practices, particularly TDMs, in STEM classrooms with both traditional lecturing and active learning (Kranzfelder et al 2019a ).…”

Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices

“…At present, the COPUS instructional styles may not meet several of these standards for measuring faculty change. For example, Stains et al (2018) have not provided robust validity evidence (e.g., AERA et al, 2014;Campbell and Nehm, 2013) to support claims that their class-level measures (i.e., the three instructional styles) generate valid inferences, and recent empirical work has raised concerns over these three classifications (e.g., Denaro et al, 2021). Furthermore, because the COPUS was not designed to measure the quality of instruction, it is possible that classroom learning environments could be characterized as student-centered by the Stains et al (2018) framework but not by observers who are experts in reform-based instruction.…”

Using an engagement lens to model active learning in the geosciences

“…An important consideration for measuring active learning is the value of classroom observation protocols (Denaro et al, 2021;Lane & Harris, 2015;Smith et al, 2013Smith et al, , 2014Teasdale et al, 2017;Viskupic et al, 2019). These provide an opportunity to measure fidelity of implementation and tease apart the source of the impact of any implementation.…”