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Eligibility

Full-time faculty who regularly teach large classes and will be teaching at least one large class in the
2026-27 AY. (What counts as “large” varies by discipline; application calls for class size[s] and context[s].)

Meetings will be scheduled based on member availability but priority will be given to scheduling on
Tuesdays and Thursdays.

Amount

Each participant will receive $750 in professional development funds.

Submission

Deadline

May 15, 2026

Purpose and Description

The X-Teach FLC aims to (1) equip faculty with cutting-edge, student-centered teaching strategies; and
(2) improve student learning in large courses that develop core concepts and affect the academic
success of students across all majors.

Large courses commonly employ a teacher-centered lecture format in which faculty talk, write, and
show slides while students sit, listen, and (hopefully) take notes. Emerging research shows this teacher-
centered model is less effective at promoting deep learning than student-centered teaching methods,
including polling, guided tasks, and small-group interactions. Given this knowledge shift, X-Teach
provides opportunities to learn about, practice, and hone cutting-edge instructional methods.

Meeting 2-3 hours per month, members will learn about research-based practices, observe these
practices in model courses, test concepts in their own courses, and evaluate their implementation and
impact on student learning.

Activities

Members will:

• Learn how to use the Classroom Observation Protocol for Undergraduate STEM or COPUS
  (Smith, Jones, Gilbert & Wieman, 2013). Although designed to characterize science, technology,
  engineering, and mathematics (STEM) courses, COPUS categories are general enough to apply to
  any university course. COPUS uses coded phrases to document both teacher-centered and
  student-centered classroom behaviors while tracking their duration. COPUS is easy to use and
  does not require specialized training, thus enabling all FLC members and facilitators to collect
  high-quality classroom observation data.
• Explore the literature on student-centered approaches in large courses that improve
  engagement and learning outcomes.
• Implement more student-centered approaches in their courses as they learn about and collect
  data on teacher activities and student engagement in model and peer courses.
• Throughout the FLC, observe and support one another while giving and receiving teaching
  feedback via the COPUS.
• Compare early COPUS results documenting in-class faculty practices with those gathered from
  members’ classes in the latter part of the academic year.
• Continue the work of the 2025-2026 X-Teach team on developing a university wide resource for
  educating faculty on COPUS and compiling instructional materials and resources for faculty to
  implement COPUS on their own.

Members

2026-2027

• Lizzy Compton, Statistics, Facilitator