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1-1. Incorporating Evidence-Based Instructional Practices (EBIPs) in the Classroom: Does It Make a Difference, and for Whom, Students, Faculty, or Both?

Session Information

Incorporating Evidence-Based Instructional Practices (EBIPs) in the Classroom: Does It Make a Difference, and for Whom, Students, Faculty, or Both?

In this workshop, we will present our work on the CAPER project, which has a focus on A&P educational research although this will also be applicable to other subjects. In the CAPER project, we evaluated the implementation of evidence-based instructional practices (EBIPs) in the classroom. We will describe evidence-based instructional practices (EBIPs) that could be incorporated in your classroom, as well as provide a summary of our individual research projects. These projects focused on research questions related to active learning, student success and student anxiety in community college classrooms.  Since community colleges are open access, our student population is unique and this work provides data on the effectiveness of these strategies with diverse populations. As a part of this project, we participated in various professional development activities throughout and we will describe how we as instructors were changed by the process and what we’ve learned. Through these studies, we aim to shed light on whether the CAPER project is able to promote transition to more student-centered instructional practices.

Presenters: Dana Smith Jr., James McCaughern-Carucci, and Dr. Kim Van Vliet, Biological Sciences

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EQUAL OPPORTUNITY/EQUAL ACCESS COLLEGE | TITLE IX