P240: WIDER (EAGER) program: GVSU inventory of instructional practices
This study, carried out in 2013 and 2014, was designed to document current awareness and use of evidence-based instructional practices in GVSU science and math classrooms. Examples of such practices include POGIL, flipped-classroom, think-pair-share, etc. The broader goals involved the identification of (1) institutional barriers to adoption of these approaches, and (2) faculty interested in utilizing these practices in their classrooms. This grant funded resources for faculty interviews, a comprehensive faculty survey, and pilot programs to increase faculty adoption. In the second year of the grant, as an extension of the first year activities, we facilitated Faculty Learning Communities (FLC) on peer instruction using clickers, flipped classrooms, effective pedagogies in STEM undergraduate research labs, and strategies for collaborative research with faculty peers and undergraduate students. Preliminary results of this project will be shared, as well as possible avenues to pursue for the next round of funding. The authors gratefully acknowledge the financial support of the NSF (DUE 1256384) for this project.