2020
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Bain, Kinsey R; Bender, Lydia; Bergeron, Paul; Caballero, Marcos D; Carmel, Justin H; Duffy, Erin M; Ebert-May, Diane; Fata-Hartley, Cori L; Herrington, Deborah G; Laverty, James T; Matz, Rebecca L; Nelson, Paul C; Posey, Lynmarie A; Stoltzfus, Jon R; Stowe, Ryan L; Sweeder, Ryan D; Tessmer, Stuart H; Underwood, Sonia M; Urban-Lurain, Mark; Cooper, Melanie M Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol Journal Article PLOS ONE, 15 (6), pp. e0234640, 2020. Links | BibTeX @article{Bain2020,
title = {Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol},
author = {Kinsey R Bain and Lydia Bender and Paul Bergeron and Marcos D Caballero and Justin H Carmel and Erin M Duffy and Diane Ebert-May and Cori L Fata-Hartley and Deborah G Herrington and James T Laverty and Rebecca L Matz and Paul C Nelson and Lynmarie A Posey and Jon R Stoltzfus and Ryan L Stowe and Ryan D Sweeder and Stuart H Tessmer and Sonia M Underwood and Mark Urban-Lurain and Melanie M Cooper},
url = {https://doi.org/10.1371/journal.pone.0234640},
doi = {10.1371/journal.pone.0234640},
year = {2020},
date = {2020-06-16},
journal = {PLOS ONE},
volume = {15},
number = {6},
pages = {e0234640},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
2019
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Goocher, B S; Fata-Hartley, C L; Cooper, M M; Matz, R L Adoption of Three-Dimensional Learning by College STEM Faculty: Levers and Barriers Proceeding National Association of Research in Science Teaching (NARST) Annual International Conference Baltimore, MD, 2019, (Paper submitted to the National Association of Research in Science Teaching (NARST) Annual International Conference). BibTeX @proceedings{Goocher2019c,
title = {Adoption of Three-Dimensional Learning by College STEM Faculty: Levers and Barriers},
author = {Goocher, B. S. and Fata-Hartley, C. L. and Cooper, M. M. and Matz, R. L.},
year = {2019},
date = {2019-03-31},
address = {Baltimore, MD},
organization = {National Association of Research in Science Teaching (NARST) Annual International Conference},
note = {Paper submitted to the National Association of Research in Science Teaching (NARST) Annual International Conference},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}
|
2018
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Matz, Rebecca L; Fata-Hartley, Cori L; Posey, Lynmarie A; Laverty, James T; Underwood, Sonia M; Carmel, Justin H; Herrington, Deborah G; Stowe, Ryan L; Caballero, Marcos D; Ebert-May, Diane; Cooper, Melanie M Evaluating the extent of a large-scale transformation in gateway science courses Journal Article Science Advances, 4 (10), pp. eaau0554, 2018. Abstract | Links | BibTeX @article{SciAdv2018,
title = {Evaluating the extent of a large-scale transformation in gateway science courses},
author = {Rebecca L Matz and Cori L Fata-Hartley and Lynmarie A Posey and James T Laverty and Sonia M Underwood and Justin H Carmel and Deborah G Herrington and Ryan L Stowe and Marcos D Caballero and Diane Ebert-May and Melanie M Cooper},
url = {https://dx.doi.org/10.1126/sciadv.aau0554},
doi = {10.1126/sciadv.aau0554},
year = {2018},
date = {2018-10-24},
journal = {Science Advances},
volume = {4},
number = {10},
pages = {eaau0554},
abstract = {We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided by A Framework for K-12 Science Education and focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided by A Framework for K-12 Science Education and focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels. |
2017
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Mlambo, Y; Matz, R L; Brooks, E; Largent, M A; Colaresi, M P; Wawrzynski, M R The Impact of Assessments with Scientific Practices and Core Ideas on Undergraduate Persistence in Science Proceeding AERA Annual Meeting San Antonio, TX, 2017, (Paper to be presented at the AERA Annual Meeting). BibTeX @proceedings{Mlambo2017a,
title = {The Impact of Assessments with Scientific Practices and Core Ideas on Undergraduate Persistence in Science},
author = {Mlambo, Y. and Matz, R. L. and Brooks, E. and Largent, M. A. and Colaresi, M. P. and Wawrzynski, M. R.},
year = {2017},
date = {2017-04-27},
address = {San Antonio, TX},
organization = {AERA Annual Meeting},
note = {Paper to be presented at the AERA Annual Meeting},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}
|
Nusbaum, Z D; Matz, R L; Laverty, J T; Cooper, M M Disappearing Trends: Examples of Simpson’s Paradox in Science Education Research Proceeding NARST Annual International Conference San Antonio, TX, 2017, (Paper to be presented at the NARST Annual International Conference). BibTeX @proceedings{Nusbaum2017a,
title = {Disappearing Trends: Examples of Simpson’s Paradox in Science Education Research},
author = {Nusbaum, Z. D. and Matz, R. L. and Laverty, J. T. and Cooper, M. M.},
year = {2017},
date = {2017-04-22},
address = {San Antonio, TX},
organization = {NARST Annual International Conference},
note = {Paper to be presented at the NARST Annual International Conference},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}
|
2016
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Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol Journal Article PLoS ONE, 11 (9), pp. e0162333, 2016. Abstract | Links | BibTeX @article{Laverty2016,
title = {Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol},
author = {James T Laverty and Sonia M Underwood and Rebecca L Matz and Lynmarie A Posey and Justin H Carmel and Marcos D Caballero and Cori L Fata-Hartley and Diane Ebert-May and Sarah E Jardeleza and Melanie M Cooper},
url = {https://doi.org/10.1371/journal.pone.0162333},
doi = {10.1371/journal.pone.0162333},
year = {2016},
date = {2016-09-08},
journal = {PLoS ONE},
volume = {11},
number = {9},
pages = {e0162333},
abstract = {(HIGHLIGHTED IN Science, 2017, 355(6332), pp. 1388 and Achieve, Newsletter for NGSS, April 2017.)
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
(HIGHLIGHTED IN Science, 2017, 355(6332), pp. 1388 and Achieve, Newsletter for NGSS, April 2017.)
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. |
2015
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Cooper, Melanie M; Caballero, Marcos D; Ebert-May, Diane; Fata-Hartley, Cori L; Jardeleza, Sarah E; Krajcik, Joseph S; Laverty, James T; Matz, Rebecca L; Posey, Lynmarie A; Underwood, Sonia M Challenge faculty to transform STEM learning Journal Article Science, 350 (6258), pp. 281-282, 2015. Links | BibTeX @article{Cooper2015,
title = {Challenge faculty to transform STEM learning},
author = {Melanie M Cooper and Marcos D Caballero and Diane Ebert-May and Cori L Fata-Hartley and Sarah E Jardeleza and Joseph S Krajcik and James T Laverty and Rebecca L Matz and Lynmarie A Posey and Sonia M Underwood},
url = {http://dx.doi.org/10.1126/science.aab0933},
doi = {10.1126/science.aab0933},
year = {2015},
date = {2015-10-16},
journal = {Science},
volume = {350},
number = {6258},
pages = {281-282},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
Matz, R L; Laverty, J T; Jardeleza, S E; Morrison, C M; Nusbaum, Z D; Ly, S A; Underwood, S M; Fata-Hartley, C L; Posey, L A; Ebert-May, D; Krajcik, J S; Caballero, M D; & Cooper, M M Investigating Change in Classroom Instruction of Scientific Practices, Crosscutting Concepts, and Core Ideas Proceeding NARST Annual International Conference Chicago, IL, 2015, (Paper presented at the NARST Annual International Conference). BibTeX @proceedings{Matz2015a,
title = {Investigating Change in Classroom Instruction of Scientific Practices, Crosscutting Concepts, and Core Ideas},
author = {Matz, R. L. and Laverty, J. T. and Jardeleza, S. E. and Morrison, C. M. and Nusbaum, Z. D. and Ly, S. A. and Underwood, S. M. and Fata-Hartley, C. L. and Posey, L. A. and Ebert-May, D. and Krajcik, J. S. and Caballero, M. D. and & Cooper, M. M.},
year = {2015},
date = {2015-04-11},
address = {Chicago, IL},
organization = {NARST Annual International Conference},
note = {Paper presented at the NARST Annual International Conference},
keywords = {},
pubstate = {published},
tppubtype = {proceedings}
}
|
