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CATEGORIES:Defenses
DESCRIPTION:Title: "Overcoming silent classrooms: Facilitating richer\, stu
 dent-centered class-wide discussions to support learning through exposure t
 o multiple perspectives and practicing scientific argumentation"\n\nName: S
 ean Gess\, PhD candidate in School of Education \n\nCommittee: Dr. Cassie Q
 uigley (Chair)\, Dr. Russell Clark\, and Dr. Rip Correnti\n\nDefense Abstra
 ct: Discussion is vital to the scientific process\, and dialogic learning o
 pportunities support student learning gains and scientific epistemic learni
 ng. Discussions can improve connections between concepts and support studen
 t engagement which can increase retention in STEM programs. It has also bee
 n reported that a correlation exists between students more comfortable spea
 king in class with increased gains in learning class content\, being better
  prepared for their classes\, and earning higher grades. Despite these bene
 fits\, generating robust\, student-centered\, class-wide discussions around
  student research in my inquiry-based research labs is challenging. Student
 s often do not engage in class-wide discussions in meaningful ways\, and th
 is dialogue tends to fall into the routine of the instructor asking questio
 ns in which often a student will provide the “right” answer then silence re
 turns to the classroom. Actual dialogue rarely takes off. To better facilit
 ate more robust\, student-centered dialogue during the lab meeting activity
  in my courses\, I utilized literature-based practices to help students bet
 ter understand the purposes of the lab meeting activity and develop their a
 uthority in the classroom. I implemented three PDSA cycles within the conte
 xt of improvement science utilizing these practices. Each cycle utilized a 
 unique practice (making the implicit explicit\, utilizing teacher noticing\
 , and using the “teacher-as-partner” model). I then collected data from stu
 dents using a Qualtrics survey and the course instructional team\, using jo
 urnaling and focus group interviews to gauge the success of each practice i
 n facilitating richer class-wide discussions. The first intervention\, util
 izing explicit learning objectives\, seemed to drive an attitude change and
  generally led to higher engagement and efforts to utilize scientific argum
 ents. The two interventions focused on authority did not impact class-wide 
 discussion in clear ways\n\nHybrid Meeting Format:\n\nIn-person at Posvar H
 all 5914 (School of Education Welcome Center Confernece Room)\n\nFor zoom l
 ink\, contact Kelly Runco at kmr123@pitt.edu
DTEND:20230502T160000Z
DTSTAMP:20260421T073433Z
DTSTART:20230502T150000Z
GEO:40.441386;-79.954582
LOCATION:Wesley W. Posvar Hall\, 5914 (School of Education Welcome Center C
 onference Room)
SEQUENCE:0
SUMMARY:Dissertation Defense - Sean Gess
UID:tag:localist.com\,2008:EventInstance_42985370688764
URL:https://calendar.pitt.edu/event/dissertation_defense_-_sean_gess
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