HOW MUCH IS ENOUGH? QUANTIFYING STUDENT LEARNING AND AFFECT AT DIFFERENT LEVELS OF INSTRUCTIONAL REFORM

The effects of active learning strategies on student learning and affect are not well known beyond “more is better.” Few studies have correlated student learning gains and affect with observed instructional practices to determine how these scale with increased use of active learning. We are attempting to quantify this relationship using a study design in which introductory geoscience instructors at diverse institution types teach the same lessons developed at different instructional categories while measuring student learning, perceptions of learning, and interest. We selected five topics commonly taught in introductory geology courses: four for treatment lessons and one as a control lesson. Over the course of the project, each treatment lesson is taught at each institution for three instructional categories (teacher centered/didactic, transitional/interactive lecture, and student-centered) as defined by the Reformed Teaching Observation Protocol (RTOP) and the Classroom Observation Protocol for Undergraduate STEM (COPUS). Each treatment and control lesson is observed at each instructional category using the RTOP and COPUS. Student learning is measured with two sets of questions: 1) pre- and post-class, and 2) a pre-course survey and final exam. Student interest and learning self-assessments are also collected pre- and post- class. All instructors have the same course structure including lesson resources (pre-class assignments, quizzes, clickers) and grading schemes.

During the 2023-2024 academic year we piloted four treatment lessons (critical minerals, albedo and climate, mass wasting, mass extinctions) and one control lesson (minerals). Treatment lessons were designed to be student-centered, and each will be modified to reflect other instructional categories for use in future semesters. RTOP and COPUS observations were completed in the Spring 2024 semester of selected treatment lessons, and COPUS observations were made of all control and treatment lessons. Initial results from our pilot semesters will help guide lesson development and data collection to better understand the relationship between observed teaching practices and student outcomes.