Adopting and Implementing Evidence-based Teaching Strategies Online
Concurrent Session 2
In this session, we will discuss how to implement and spread the adoption of specific evidence-based teaching strategies in courses utilizing an LMS. Evidence-based teaching strategies are backed by research studies indicating their effectiveness at improving student learning, engagement, attitudes, or other factors related to academic success.
National organizations and professional societies are increasingly calling for the adoption of evidence-based teaching strategies grounded in research on how people learn (Benassi et al., 2014; Kober, 2015; MAA, 2018). These are strategies for which there have been research studies indicating their effectiveness at improving student learning, engagement, attitudes, or other factors related to student success. Several barriers to adoption of these evidence-based teaching strategies have been identified, including lack of time and insufficient resources and support (Shadle et al., 2017). Adopting evidence-based teaching strategies in online learning contexts may even more challenging, as faculty may be constrained by the tools available within a learning management system (LMS) and by the constraints inherent in asynchronous online learning.
In this interactive session, we will identify and discuss various evidence-based teaching strategies which can be more easily implemented in a learning management system, with specific examples in Canvas including: transparent assignments, minute papers, values affirmations, social belonging interventions, goal setting, student testimonials, nudges, discussion protocols, exam wrappers, and midterm student feedback surveys.
Participants will have an opportunity to discuss, select, and plan for the implementation and adoption of evidence-based teaching strategies in their own courses and at their institution. As we are going through and demonstrating various teaching techniques, participants will have an opportunity to follow along by writing on a planning worksheet and discussing in small groups their thoughts on how they might apply these techniques.
We will also discuss different change strategies that can be used to increase faculty awareness and adoption of these and other evidence-based teaching techniques (Borrego & Henderson, 2014). The presenters will share how they have utilized explicit strategies, such as teaching about these strategies in faculty development courses and workshops, and more implicit strategies such as incorporating evidence-based teaching techniques in our sample online courses and templates. Participants will have an opportunity to share change strategies they have used or plan to utilize.
We will tweet out information about the session beforehand using the conference hashtag. Session participants will be provided with handouts containing resources related to the session, as well as a worksheet to use for selecting and planning the implementation of one or more evidence-based teaching strategies in their courses. Participants will work in small groups to discuss and work on their implementation plans, and they will have opportunities to share out with the rest of the attendees. The presenters will demonstrate some of the evidence-based teaching techniques throughout the session.
Benassi, V. A., Overson, C., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from https://teachpsych.org/ebooks/asle2014/index.php
Borrego, M., & Henderson, C. (2014). Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220-252. Retrieved from https://carpentries.github.io/instructor-training/files/papers/borrego-henderson-change-strategies-2014.pdf
Damgaard, M. T., & Nielsen, H. S. (2018). Nudging in education. Economics of Education Review, 64, 313-342. https://www.sciencedirect.com/science/article/pii/S0272775717306374
Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. National Academies Press. Retrieved from https://www.nap.edu/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate
MAA [Mathematical Association of America]. (2018). Guide to Evidence-Based Instructional Practices in Undergraduate Mathematics. Retrieved from https://www.maa.org/programs-and-communities/curriculum%20resources/instructional-practices-guide
Shadle, S. E., Marker, A., & Earl, B. (2017). Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments. International Journal of STEM Education, 4(1), 8. Retrieved from https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0062-7