I've Been Given COPUS (Classroom Observation Protocol for Undergraduate STEM) Data on My Chemistry Class.. Now What?

Authors

• Barbara A. Reisner, James Madison University
• Cole L. Pate, James Madison University
• Melissa M. Kinkaid, James Madison University
• Daniel M. Paunovic, James Madison University
• Justin M. Pratt, University of South Florida, Tampa
• Joanne L. Stewart, Hope CollegeFollow
• Jeffrey R. Raker, University of South Florida, Tampa
• Anne K. Bentley, Lewis & Clark College, Portland
• Shirley Lin, US Naval Academy
• Sheila R. Smith, University of Michigan-Dearborn

Document Type

Article

Publication Date

4-14-2020

Publication Source

Journal of Chemical Education

Volume Number

97

Issue Number

4

First Page

1181

Last Page

1189

ISSN

00219584

E-ISSN

19381328

Abstract

Classroom observation data using tools such as the Classroom Observation Protocol for Undergraduate STEM (COPUS) are frequently collected in instructional settings for large-scale research studies and program assessment. While COPUS data may be provided to instructors, it is often provided with little or no guidance on how the data can be used to inform teaching practice. This communication is designed to serve as a guide for chemistry instructors to understand the COPUS data from their course, facilitate engagement with the results, and provide strategies for making meaningful changes in response to the data.

Keywords

First-Year Undergraduate, General, Interdisciplinary, Multidisciplinary, Professional Development, Second-Year Undergraduate, Upper-Division Undergraduate

Recommended Citation

Published in: Journal of Chemical Education, Volume 97, Issue 4, April 14, 2020, pages 1181-1189.