Measuring pandemic change: Analyzing syllabi for student-centeredness over time
Researchers seek to measure the extent to which faculty increased their student-centered practices in response to COVID-19 by analyzing course syllabi across three semesters. Faculty were randomly selected from two campuses of a STEM-focused institution (n = 110), each of whom had taught the same co...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Michigan Publishing Services
2024-11-01
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| Series: | To Improve the Academy |
| Subjects: | |
| Online Access: | https://journals.publishing.umich.edu/tia/article/id/5339/ |
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| Summary: | Researchers seek to measure the extent to which faculty increased their student-centered practices in response to COVID-19 by analyzing course syllabi across three semesters. Faculty were randomly selected from two campuses of a STEM-focused institution (n = 110), each of whom had taught the same course during Fall 2019, Fall 2020, and Fall 2022. Scorers used an abbreviated version of the Student-Centered Syllabus Rubric (Palmer et al., 2014) to identify shifts in student-centeredness over time. Results revealed that 85% of measured syllabi changed over time, with over one-third of measured syllabi reverting to pre-pandemic status. The researchers discuss their methods, results, limitations, and future research opportunities. |
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| ISSN: | 2334-4822 |