Capturing instructional practices in Science, Technology, Mathematics, and Engineering (STEM) classrooms is critical to advance our understanding of effective teaching, identify paths to support faculty in their improvement of their instructional practices, and to measure the impact of professional development.
In this website, we provide a new analytical tool aimed at characterizing instructional practices. This tool is based on an established observation protocol, the Classroom Observation Protocol for STEM Undergraduate or COPUS. It permits the classification of classroom observations into specific instructional styles, called COPUS Profiles. These profiles represent a range of instructional styles, from teacher-centered to student-centered. They were developed from a data set that comprised 269 individual class periods collected from 73 STEM instructors across 28 institutions in the United States.
To find out more about these profiles and the COPUS Profiles analytical tool, please go to About COPUS Profiles.