ERIC Number: ED556491
Record Type: Non-Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 64
Navigating the Problem Space of Academia: Exploring Processes of Course Design and Classroom Teaching in Postsecondary Settings. WCER Working Paper No. 2014-1
Hora, Matthew T.
Wisconsin Center for Education Research
Policymakers and educators alike increasing focus on faculty adoption of interactive teaching techniques as a way to improve undergraduate education. Yet, little empirical research exists that examines the processes whereby faculty make decisions about curriculum design and classroom teaching in real-world situations. In this study, I use the idea of the "problem space" from cognitive science to foreground the importance of actor-situation dynamics in shaping instructional decision making. Using data from a freelisting exercise and retrospective recall interviews, I describe the perceived affordances, planning strategies, and both the planned and enacted curricular artifacts for a group of 58 STEM faculty. Then, to examine these processes as they unfold in practice, I examine the cases of two physics instructors as they planned and taught specific classes. Results indicate the primacy of fixed affordances such as time, course content, and class size, and the influence of time constraints that lead to the dominant planning strategy of recycling and fine-tuning old lecture notes and PowerPoint slides. The paper also delves into the importance of these artifacts as cultural tools that mediate practice. The paper contributes a new approach to the study of instructional decision making while also providing actionable insights to improve practice. In particular, I recommend instituting departmental policies that require faculty to engage in brief, post-class and post-course reflection that results in minor updates to their curricular artifacts and will not require a significant time commitment.
Descriptors: Postsecondary Education, Instructional Design, College Instruction, Curriculum Design, Cognitive Science, Interviews, STEM Education, College Faculty, Physics, Course Content, Class Size, Lecture Method, Visual Aids, Computer Software, Teaching Methods, Elementary Secondary Education, Problem Solving, Colleges, Semi Structured Interviews, Decision Making, Case Studies, Time Management, School Policy
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: firstname.lastname@example.org; Web site: http://www.wcer.wisc.edu
Publication Type: Reports - Research
Education Level: Postsecondary Education; Higher Education; Elementary Secondary Education
Authoring Institution: Wisconsin Center for Education Research