Creating High Impact Online Learning Experiences through the Use of a Model for Equity and Evidence-Based Teaching

Concurrent Session 3
Streamed Session

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Session Materials

Brief Abstract

This session will draw on the Model for Equity and Evidence-Based Teaching to explore ways faculty can take an evidence-based approach to identify and implement pedagogies that foster high impact or deep online learning experiences for students. 

Presenters

Stephanie M. Foote, Ph.D. is the Associate Vice President for Teaching, Learning, and Evidence-Based Practices at the John N. Gardner Institute for Excellence in Undergraduate Education and an Instructor at Stony Brook University. Prior to beginning this position, Dr. Foote served as the founding Director of the Master of Science in First-Year Studies, Professor of Education in the Department of First-Year and Transition Studies at Kennesaw State University. A recipient of the McGraw-Hill Excellence in Teaching First-Year Seminars and NODA Outstanding Research award. Dr. Foote's scholarship and consultative work span a variety of aspects of student development and transition, including: the role of first-year seminars and experiential pedagogy on student engagement in the early college experience; the community college transfer student transition; self-authorship development; engagement and learning in online environments; and high-impact educational practices.

Extended Abstract

In a 2018 article, published inScience Magazine, Stains et al. describe the results of a study that involved observations of STEM teaching practices in more than 2000 classes at 25 institutions and taught by more than 500 faculty members. The findings of the study revealed three distinct pedagogical approaches: didactic, interactive lecture, and student-centered with didactic (primarily lecture) the most common approach (p. 1469). As a result of the study, Stains et al. (2018) call not only for the adoption of evidence-based pedagogies, but specifically, they suggest that tenure and promotion guidelines should be revised “to incentivize and reward implementation of evidence-based instructional practices for all academic ranks” (p. 1470). As the article describes and as other research and best practice literature indicates (Aitken, 2005; Kapp et al., 2011; Lo and Prohaska, 2011; Nomme and Birol, 2014; Turner, 2009), many faculty are moving to design or redesign their courses with the goal of increasing student learning and engagement, but often these efforts are ad hoc. 

This session will engage participants in discussion on ways faculty can take an evidence-based approach to identify and implement pedagogies that foster high impact or deep online learning experiences for students. Specifically, the presenters will describe the Model for Evidence-Based Teaching and walk participants through the various components. Next, they will share case studies that highlight how the model has been applied to redesign gateway or foundational courses, offered fully or partially online, in various disciplines, as well as the outcomes of those efforts. Finally, the presenters will engage participants in an exercise in which they apply the stages of the model to their own online or blended courses.

By focusing on an intentional way to take an evidence-based approach to the process of redesigning gateway courses, participants will have a tool that helps them begin to change the models and methods of student learning in these courses, while assessing student learning throughout the process. Furthermore, this session can help faculty begin to consider the application of the Model for Evidence-Based Teaching not only in their own courses, but across a sequence of courses and/or the curriculum to demonstrate connectedness and to create truly high impact learning experiences for students.

As a result of attending this session, participants will:

  • Describe components of the Model for Equity and Evidence-Based Practices
  • Differentiate sources of evidence that may be collected and used to understand student learning outcomes
  • Evaluate current and promising practices through short case studies that apply the model
  • Develop a preliminary plan to apply the model to their own online course redesign process