This resource was created by the 2025-26 members of X-Teach: Excellent Teaching in Large Classes.
Members: Laura Abondano Franco, Lizzy Compton, Markus Eilers, Greg Niemesh, Carla Nietfeld, Jill Page, Scott Shreve, Natalie Teale, Ellen Yezierski, Elizabeth Zwilling
This FLC was made possible by a generous grant from the MIAMI Women Giving Circle (2024-250). Thank you for your partnership!
COPUS stands for The Classroom Observation Protocol for Undergraduate STEM which is a tool developed by Michelle K. Smith, Francis H. M. Jones, Sarah L. Gilbert, and Carl E. Wieman in 2013. Please see the attached article discussing the tool in detail. While this tool was originally developed for STEM classes specifically, we in the FLC believe that it can be used in any classroom!
The COPUS guides class observers through their observation using a 2 minute structure where observers record various signs of engagement. One thing that makes the COPUS special is that it focuses on both “What the Instructor is doing” and “What the Student is doing”. This split concentration allows observees to gain valuable insight into how their teaching is directly steering student actions during class time.
Using COPUS helps instructors reflect on how their teaching practices shape student engagement and the use of active learning in the classroom. By making patterns of instructor and student behavior visible over the course of a class session, it highlights when students are actively participating, when instruction is more instructor-centered, and where there may be opportunities to increase interaction, questioning, or collaborative work. This can support more intentional decisions about how to structure class time to better align with goals for student engagement.
COPUS is also valuable for peer observation, as it provides a standardized method to examine pedagogical practices. This shared framework allows colleagues to focus on what is happening in the classroom rather than personal teaching style, making feedback more targeted and constructive. Instructors can use these observations to identify specific areas for adjustment and to track changes in their teaching over time as they work to enhance student involvement.
- Do a quick COPUS training activity and learn how to use it in 15 minutes. (slides)
- Identify a colleague who will conduct your COPUS.
- Download a paper/pencil COPUS or prepare to live COPUS using https://copusprofiles.chem.uiowa.edu/
Interpreting COPUS results involves using the raw data gathered during observations to create a holistic picture of your teaching style. The results don’t provide a “score” or “grade” to evaluate your teaching; instead, they allow you to visualize your classroom dynamics through objective data.
COPUS results can be compiled from a single classroom observation or averaged across multiple visits, from the same observer or from different observers. A larger sample size ensures a more accurate overview of your typical instructional flow and a deeper understanding of the student experience.
Your results will include two sets of data, “What the Instructor is Doing” and “What the Students are Doing”. Results are typically processed through Excel tools to create two primary visualizations: pie charts and timelines (or heatmaps). Multiple versions of these tools can be found here.
- Pie charts can effectively illustrate how time is spent in the classroom. They are excellent for identifying the balance between active learning and passive listening.
- The timeline (or "heatmap") shows the flow of the lesson. It helps identify patterns, such as areas of heavy student mental load or transitions that may be taking longer than intended.
Ultimately, COPUS results allow you to highlight your instructional strengths and identify specific areas to target for improvement in student engagement.
Most instructors’ COPUS profiles invite opportunities for more active learning to make class meetings more student-centered. The following resources support your exploration of activity learning in large classes.
BIG IDEAS
Check out our Student-Centered Teaching in Large Classes: A Research-Grounded Resource for Practical Redesign as a useful primer.
Student-Centered Teaching in Large Classes: A Research-Grounded Resource for Practical Redesign
CLASSROOM EXAMPLES
Review X-Teach members’ vignettes on their reforms to make their large classes more student-centered.
PERSONALIZED SUPPORT
Schedule a consultation with a CTE staff member to generate and refine ideas for your courses.
DETECTING CHANGE
Repeat the COPUS to see how instructor and student activities in your course have changed.