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Related Experiment Video

Updated: Oct 26, 2025

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Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about

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Determining adequate sampling for Classroom Observation Protocol for Undergraduate STEM (COPUS) is crucial for understanding faculty reform. Higher sampling intensity is needed for instructors with varied or changing instructional styles.

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Area of Science:

  • STEM Education Research
  • Educational Measurement
  • Faculty Development

Background:

  • The Classroom Observation Protocol for Undergraduate STEM (COPUS) is used to assess faculty reform.
  • Existing research has not clarified optimal sampling strategies for COPUS measures within reform frameworks.
  • Questions persist regarding the universal sampling intensity for valid inferences on student-centered instruction.

Purpose of the Study:

  • To determine appropriate sampling intensities for COPUS observations to make valid inferences about instructional styles.
  • To investigate the relationship between sampling intensity, instructional variability, and faculty reform across time.

Main Methods:

  • Longitudinal COPUS observations were conducted across 128 classes over 4 years, involving three faculty.
  • COPUS behaviors were used to classify instructional styles: didactic, interactive lecture, or student-centered.
  • Simulations of sampling intensities (1-11 classes) were performed 1000 times within and across semesters to calculate required intensities for valid inferences.

Main Results:

  • Required sampling intensity varied significantly based on the presence and proportion of student-centered instruction.
  • Higher sampling intensities were necessary for instructors exhibiting rare student-centered classes, variability in instructional style, or longitudinal changes in teaching patterns.
  • Current recommendations for sampling intensity may be insufficient, particularly in early reform contexts.

Conclusions:

  • The effectiveness of faculty reform assessment using COPUS is sensitive to sampling intensity and instructional context.
  • Broad, decontextualized sampling recommendations for COPUS may lead to invalid inferences about faculty change.
  • Integrating reform frameworks, sampling intensities, and COPUS measures is essential for accurate assessment of faculty development.