What instructors are saying

“By the end of the semester, I had a clear accounting of how I used class time, which let me target specific lectures to improve engagement.”

“The data helped me see when I did not leave enough time for students to work on material after lecturing, so I redesigned worksheets and pacing.”

“Using CCEDIR made my learning assistants feel like part of the instructional team and gave us a shared vocabulary to talk about pedagogy.”

What learning assistants notice

“Attending to the codes gave me a better picture of what students were doing. I became more aware of the whole room, not just one group.”

“CCEDIR helped me think less about the content and more about how the instructor structures examples and active learning.”

“Having this kind of visualization and pacing is good for students because it does not put catching up on their shoulders.”

How CCEDIR changes practice

• Instructors use CCEDIR data to reduce instructor talk time and increase student-driven activities, aligning more class time with their learning goals.
• Teams use observation summaries in weekly meetings, where learning assistants share short presentations on what they saw and where students encountered difficulties.
• Insights feed directly into course revisions, such as adding “Think Like a Chemist” prompts, rebalancing lecture and group work, and coordinating roles across the instructional team.

Why it matters

• Faculty report that CCEDIR is easy to use, supported by clear training, and helpful for reflective practice and annual report narratives.
• Students experience classes where discussion is more purposeful, group work is better timed, and instructors are explicit about trying to improve.
• Learning assistants and graduate teaching assistants gain a practical language for talking about teaching and build skills they carry into future courses and roles.