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Performance Metrics

Performance Metrics. Improving Undergraduate Science Education at UBC Canadian Council of Deans of Science Conference Simon Peacock June 2008. UBC’s Carl Wieman Science Education Initiative.

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Performance Metrics

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  1. Performance Metrics Improving Undergraduate Science Education at UBC Canadian Council of Deans of Science Conference Simon Peacock June 2008

  2. UBC’s Carl WiemanScience Education Initiative CWSEI is an evidence-based approach to improving undergraduate science education (as opposed to approaches to teaching based on tradition or anecdote) “Science education is a science in itself, and a scientific approach can be applied to optimize its delivery andimpact.” Classroom studies Brain research Cognitive psychology http://www.cswei.ubc.ca

  3. Research on Learning Learning Results from Traditionally Taught Courses Retention of information from lecture: 10% after 15 minutes lecture: Gain in conceptual understanding: 25% Beliefs about physics and problem solving: significant drop Courses Using Research-Based Pedagogy Retention of information from lecture: More than 90 % after 2 days Gain in conceptual understanding: 50-70% Beliefs about physics and problem solving: small improvement

  4. Evidence-based Scientific Approach to Education • Establish what students should learn - measurable learning goals • Scientifically measure what they are actually learning • e.g., Force Concepts Inventory used in Physics • Implementation of teaching methods aimed at maximizing achievement • e.g., peer instruction, personal response systems, interactive computer simulations • Scholarly dissemination and adoption • Sustainable and continued optimization

  5. Success requires: • Organizational change (an unnatural act) • Change at the course and departmental program level • Faculty changing the way they teach • Personality and self-awareness challenges • Cultural challenges (dept course vs. my course) • Substantial resources to effect transition

  6. CWSEI Investments • Funding is based on Department proposals • Most departments have opted to use Science Teaching and Learning Fellows (STLFs) • Developing clear measures of student learning (assessment of educational outcomes) • Creating and testing new educational methods and materials • Developing faculty expertise in effective education

  7. Performance Metrics • How many of our first-year courses specify (and distribute to students) clear learning outcomes? • Longer term goal - specify learning outcomes for all courses and programs • Student retention rates and graduation rates (cohort studies) • Reasons for students leaving (e.g., academically ineligible) • Careful analysis of inflows and outflows • Student evaluations • Review teachers with low “effectiveness” scores and require improvement plan • Focus groups and on-line evals provides rich feedback

  8. Performance Metrics • Scrutinize courses with anomalous failure rates and/or anomalous grade distribution. Possible factors contributing to low success rates include: • Insufficient resources • Students are insufficiently prepared (prerequisites?) • Course is poorly taught (instructor, course activities) • Course expectations are too high* • Means of assessing performance are flawed*

  9. In Development • Benchmarking of course (and lab) requirements in specific programs with comparable programs at peer universities • Number of students with substantive out-of-classroom educational experiences: e.g., - Co-op programs (18%) - Research experiences, Honours theses - Exchange program, Service learning, … • Number of courses taught by contract faculty • Number of faculty who do not teach undergraduates in a given year

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