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Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit from or be constrained by different factors related to individual instructors and the teaching environment. Additionally, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to examine the relative importance of environmental influences and individual characteristics on learner-centered teaching practices across institutions. We also assessed differences in our study population and departmental climate for 35 US higher education institutions across the country. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices in biology. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that intensive professional development programs, such as the Faculty Institutes for Reforming Science Teaching IV program, may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices in a variety of institutional environments.

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.

Ecological partnerships, or mutualisms, are globally widespread, sustaining agriculture and biodiversity. Mutualisms evolve through the matching of functional traits between partners, such as tongue length of pollinators and flower tube depth of plants. Long-tongued pollinators specialize on flowers with deep corolla tubes, whereas shorter-tongued pollinators generalize across tube lengths. Losses of functional guilds because of shifts in global climate may disrupt mutualisms and threaten partner species. We found that in two alpine bumble bee species, decreases in tongue length have evolved over 40 years. Co-occurring flowers have not become shallower, nor are small-flowered plants more prolific. We argue that declining floral resources because of warmer summers have favored generalist foraging, leading to a mismatch between shorter-tongued bees and the longer-tubed plants they once pollinated.

Nearly a decade ago, we published Pathways to Scientific, a book composed of a series of articles that first appeared in Frontiers, written to help faculty, postdocs, and graduate students to develop a vision of what an active learning classroom looks and sounds like, as well as how it facilitates student learning. In the book, we provided instructional pathways to improve learning in science and to engage students in scientific practices, so that they could gain a deeper understanding of the core ideas in ecology. Each lesson was based on theories of how people learn and how scientists think about and conduct research. Key to each lesson were the learning objectives for students and the assessments that illustrated the degree to which they had acquired knowledge. If ecology instructors shift to more engaging pedagogies, then they must clearly articulate the expected outcomes of their students.

In recent years, much of the emphasis for transformation of introductory STEM courses has focused on “active learning”, and while this approach has been shown to produce more equitable outcomes for students, the construct of “active learning” is somewhat ill-defined and is often used as a “catch-all” that can encompass a wide range of pedagogical techniques. Here we present an alternative approach for how to think about the transformation of STEM courses that focuses instead on what students should know and what they can do with that knowledge. This approach, known as three-dimensional learning (3DL), emerged from the National Academy’s “A Framework for K-12 Science Education”, which describes a vision for science education that centers the role of constructing productive causal accounts for phenomena. Over the past 10 years, we have collected data from introductory biology, chemistry, and physics courses to assess the impact of such a transformation on higher education courses. Here we report on an analysis of video data of class sessions that allows us to characterize these sessions as active, 3D, neither, or both 3D and active. We find that 3D classes are likely to also involve student engagement (i.e. be active), but the reverse is not necessarily true. That is, focusing on transformations involving 3DL also tends to increase student engagement, whereas focusing solely on student engagement might result in courses where students are engaged in activities that do not involve meaningful engagement with core ideas of the discipline.

The importance of improving STEM education is of perennial interest, and to this end, the education community needs ways to characterize transformation efforts. Three-dimensional learning (3DL) is one such approach to transformation, in which core ideas of the discipline, scientific practices, and crosscutting concepts are combined to support student development of disciplinary expertise. We have previously reported on an approach to the characterization of assessments, the Three-Dimensional Learning Assessment Protocol (3D-LAP), that can be used to identify whether assessments have the potential to engage students in 3DL. Here we present the development of a companion, the Three-Dimensional Learning Observation Protocol (3D-LOP), an observation protocol that can reliably distinguish between instruction that has potential for engagement with 3DL and instruction that does not. The 3D-LOP goes beyond other observation protocols, because it is intended not only to characterize the pedagogical approaches being used in the instructional environment, but also to identify whether students are being asked to engage with scientific practices, core ideas, and crosscutting concepts. We demonstrate herein that the 3D-LOP can be used reliably to code for the presence of 3DL; further, we present data that show the utility of the 3D-LOP in differentiating between instruction that has the potential to promote 3DL from instruction that does not. Our team plans to continue using this protocol to evaluate outcomes of instructional transformation projects. We also propose that the 3D-LOP can be used to support practitioners in developing curricular materials and selecting instructional strategies to promote engagement in three-dimensional instruction.

Global change affects alpine ecosystems by, among many effects, by altering plant distributions and community composition. However, forecasting alpine vegetation change is challenged by a scarcity of studies observing change in fixed plots spanning decadal-time scales. We present in this article a probabilistic modeling approach that forecasts vegetation change on Niwot Ridge, CO using plant abundance data collected from marked plots established in 1971 and resampled in 1991 and 2001. Assuming future change can be inferred from past change, we extrapolate change for 100 years from 1971 and correlate trends for each plant community with time series environmental data (1971–2001). Models predict a decreased extent of Snowbed vegetation and an increased extent of Shrub Tundra by 2071. Mean annual maximum temperature and nitrogen deposition were the primary a posteriori correlates of plant community change. This modeling effort is useful for generating hypotheses of future vegetation change that can be tested with future sampling efforts.

Describes reform efforts in science education at Northern Arizona University that emphasize active, inquiry-based learning in introductory biology classes. Recommends the use of a number of strategies to involve large classes in thinking about and doing science. Contains 20 references. (DDR)

Handelsman et al discuss the reform of science education for diverse students. The scientific teaching involves active learning strategies to engage students in the process of science and teaching methods that have been systematically tested and shown to teach various students.

Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty's satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom evaluated through analysis of observed teaching practices. We analyzed videotapes of biology faculty teaching following PD to address three questions: (1) How learner centered was their teaching? (2) Did self-reported data about faculty teaching differ from the data from independent observers? (3) What variables predict teaching practices by faculty? Following PD, 89% of the respondents stated that they made changes in their courses that included active, learner-centered instruction. In contrast, observational data showed that participation in PD did not result in learner-centered teaching. The majority of faculty (75%) used lecture-based, teacher-centered pedagogy, showing a clear disconnect between faculty's perceptions of their teaching and their actual practices.