A COMPARISON OF BIOENGINEERING FACULTY MEMBERS' TEACHING PATTERNS AT ONE RESEARCH UNIVERSITY

摘要

This paper explores and compares global teaching patterns of biomedical engineering faculty at Vanderbilt University as captured by the VaNTH Observation System (VOS). The VOS is a four-part classroom observation instrument developed in 1999 for use within VaNTH Engineering Research Center bioengineering classrooms at Vanderbilt University, Northwestern University, the University of Texas at Austin, and the Harvard/Massachusetts Institute of Technology Division of Health Science and Technology. Revised from the Stallings Observation System for K-12 classrooms, the VOS is used by trained observers to obtain qualitative and quantitative unbiased information about in-class student activities and faculty teaching patterns. The first part of the VOS, the Classroom Interaction Observation (CIO), records the frequency of faculty and student interactions, the type of classroom interactions, faculty's use of "How People Learn" learning theory constructs, and faculty's use of media. The second part, the Student Engagement Observation (SEO), notes the presence and absence of desired academic behaviors of students with media, a professor, or by themselves. Narrative Notes (NN), the third part of the VOS, allows observers to type information about the lesson content and context of a lesson on a keyboard in addition to details about extenuating in-class circumstances and additional observations. Finally, the Global Ratings (GR) note the presence or absence of classroom occurrences. Although the CIO, SEO, and NN data are recorded sequentially and cyclically throughout a class period, GR data is recorded once near the end of a class period. Using real-time data collected from the Global Ratings portion of the VOS for bioengineering faculty over several semesters, this study will explore the presence or absence of the following within observed classrooms: 1) faculty's signaling with cognitive organizers and usage of content linkages, (2) faculty and student in-class assessment patterns, and (3) professors' overall pedagogical patterns. More specifically, preliminary information about the percentage of observed instances of seventeen Likert scale items will be examined, and patterns across traditionally-taught and nontraditionally taught, HPL classes will be explored.