Six Examples of Evidence-Based Teaching Practices and a Resource Library with Many More

STEM instructors interested in knowing what evidence-based teaching practices look like in action should explore the growing library of user-submitted examples on Transform Learning.

Transform Learning is a site that shares resources and research to support digitally-enabled, evidence-based teaching practices. A key feature of the site is an instructional example library that highlights activities sourced directly from instructors. The examples focus primarily on math, chemistry, and statistics gateway courses, but are applicable across disciplines.

Users can browse all the examples in the library or sort by criteria such as the subject they teach, which evidence-based practice they want to incorporate, or use cases such as:

• Course design — The process of planning and organizing the structure, content, and delivery methods of a course.
• Assignment — Specific tasks or projects given to students to complete as part of their coursework.
• Lesson plan — A detailed guide outlining the objectives, materials, and activities for a specific class session.
• Instructional activity — Engaging exercises or tasks used to facilitate learning during a lesson.
• Assessment — Methods and tools used to evaluate student learning and understanding.
• Formative — Ongoing assessments aimed at providing feedback to improve student learning during the instructional process.
• Summative — Evaluations conducted at the end of a unit or course to measure overall student achievement.
• Equitable implementation — Strategies and practices ensuring all students have fair and equal access to learning opportunities and resources.

Users of Transform Learning can also use a submission form page to offer their own examples for the instructional example library.

Below are six examples of evidence-based practices that classroom instructors have submitted.

Quick online survey to assess experience and knowledge

Maria Tackett, a professor of statistical science, uses digital surveys in Qualtrics at the beginning of her statistics course to assess student experience and interests. These survey responses inform course subject matter, such as the example data sets students might look at. And the survey responses also inform how Tackett groups students into project groups as she considers their experiences and interests.

This activity promotes evidence-based practices such as assessing and activating prior knowledge, and fostering a sense of belonging.

This activity is given as an example of using digital tools in ways that help students co-design a curriculum and increase relevance. In this case, the digital tool allows for a number of features not available otherwise, such as anonymous responses, easily organized voting, small-group responses, and data analysis.

The page features a sample of Tackett’s survey instrument.

Timely, targeted feedback with automated formative assessment

Professor Kimberly Jackson and her colleagues use auto-graded practice tests in Canvas and ALEKS. Students can receive immediate feedback, rather than waiting on their professor to grade the quiz and offer feedback. The immediacy of feedback allows students to quickly identify which concepts they will need to revisit before the exam.

This activity is given as an example of using online practice to ensure students receive immediate feedback. This approach to formative assessment allows students to quickly assess their knowledge and identify areas where they need further study or practice while also reducing the grading workload for professors and teaching assistants.

Embedded exam wrappers to support metacognition

An exam wrapper is an activity using prompt questions that help students reflect on their preparation before an exam or their performance afterward. This exercise traditionally was done with pencil and paper but can now be embedded digitally in some courseware products. In addition to promoting metacognition for students, this reduces completion time, speeds up grading, and makes mapping to exam concepts easier.

Meredith Burr, a professor of mathematical and statistical sciences, has developed an exam wrapper that puts students into the mindset they will need for the exam as they reflect on their preparation plans. Following the exam, students can review their performance at the exam problem level and identify which skill or concept they need to develop their understanding of further.

The page features an example of the reflection question in Burr’s exam wrapper activity.

Creative assignments for peer education in the sciences

Neil Garg, a professor of chemistry and biochemistry, assigns students to form groups to create music videos illustrating chemistry concepts that in turn teach their peers. Since 2010, more than 1,200 students in Garg’s chem courses have worked together to produce more than 500 music videos about organic chemistry.

The video below is a highlight reel from 2015.

This project is given as an example of the active learning and peer collaboration evidence-based practices. Giving students access to technology tools such as video editing software, digital illustrators, or —more recently — generative AI for creative group projects can create opportunities to articulate STEM material in unique and lasting ways. Doing so can also foster a sense of belonging in a larger class.

Proactive adjustments based on performance

Kimberly Jackson, a professor of biochemistry, uses Aktiv Learning for Chemistry, which provides in real time the top three most common mistakes students make on each problem, allowing her to immediately address challenges students are encountering.

This activity is given as an example of data-informed instruction.

Using digital learning technology to promote course transparency

James Gray, a professor of mathematics, clearly outlines the course structure on his syllabus for students. The progression of the course and its main components are explained, explicitly showing how the course is designed so that students know what to expect. This activity is given as an example of instructional transparency.

Professor Gray’s approach could be translated to the setup and design of a course’s LMS. Technology, such as LMS platforms or digital syllabi, can be used to help students understand how individual course components relate to each other and the course’s learning goals.