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Abstract Title: "Framing" approaches for promoting a productive non-traditional classroom
Abstract: This study seeks to understand how STEM instructors "frame" non-traditional instruction for their students.  Student resistance can undermine both student learning, or a faculty's commitment to non-traditional instruction.  However, little is known about how instructors communicate with students about their pedagogy in order to mitigate such resistance, or what might be the most effective approaches for doing so.  Anecdotal evidenc suggests that many instructors simply tell students what they will be doing and why, and that what works for some instructors may backfire for others (e.g., women).  Based on a national sample of over 20 STEM faculty, we have arrived at a set of 7 generalized approaches for promoting a positive course climate.  We also report on a pilot survey to determine the popularity and perceived efficacy of these approaches.  Future directions will be discussed.  http://www.colorado.edu/sei/fac-resources/
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Stephanie V. Chasteen
University of Colorado Boulder
UCB 390
Boulder, CO 80027
Phone: 3037753277
and Co-Presenter(s)
Andrew Boudreaux, Western Washington University
Jon Gaffney, Eastern Kentucky University