Applying Research on Reducing Student Resistance to Active Learning Through Faculty Development: Project Update

In Chapter 3, the authors consider pedagogy to andragogy. Readers are treated to a brief overview of the pedagogical history and find out when the change from pedagogy to andragogy occurred. Readers will also realize the definition of pedagogy and that pedagogical approaches can be placed on a spectrum from teacher-centered or teacher-directed to learner-centered or learner-directed. The term engagement and, more specifically, student engagement are presented in the chapter. Banking theory will be explored as well as false generosity, active learning, faculty development, and the community of inquiry framework.

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Integrating quantitative and qualitative research methods to examine student resistance to active learning

European Journal of Engineering Education ◽

10.1080/03043797.2018.1438988 ◽

2018 ◽

Vol 44 (1-2) ◽

pp. 6-18 ◽

Cited By ~ 5

Author(s):

Prateek Shekhar ◽

Michael Prince ◽

Cynthia Finelli ◽

Matt Demonbrun ◽

Cynthia Waters

Keyword(s):

Qualitative Research ◽

Active Learning ◽

Research Methods ◽

Qualitative Research Methods ◽

Student Resistance ◽

Quantitative And Qualitative Research

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Evidence-Based Course Design for Active Learning: Evaluation of a Blended Learning Approach to Enable Academic Faculty Development

International Dialogues on Education Journal ◽

10.53308/ide.v2i3.179 ◽

2015 ◽

Vol 2 (3) ◽

Author(s):

Samuel Olugbenga King

Keyword(s):

Active Learning ◽

Faculty Development ◽

Blended Learning ◽

Teaching And Learning ◽

Research University ◽

Course Design ◽

Academic Development ◽

Systematic Evaluation ◽

Evidence Based ◽

Learning Technology

This article describes two blended learning (technology-rich) professional development workshops on course design for active learning to enable faculty development at a research university in the Southeastern United States. Specifically, the workshops were designed to address gaps in the international academic development literature, and so this article highlights one way to address related requirements, such as the need for systematic evaluation, provision of thick descriptions of academic development practices, and evaluation of the effect of different learning environments (physical classroom spaces) on teaching and learning outcomes. Hence, the workshops model evidence-based approaches for designing faculty development, including the systematic alignment of the workshops’ goals with qualitative and quantitative evaluations of the workshops’ effectiveness.

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Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program

International Journal of STEM Education ◽

10.1186/s40594-020-0203-2 ◽

2020 ◽

Vol 7 (1) ◽

Cited By ~ 1

Author(s):

Emily Borda ◽

Emily Schumacher ◽

Daniel Hanley ◽

Edward Geary ◽

Shannon Warren ◽

...

Keyword(s):

Active Learning ◽

Faculty Development ◽

Learning Strategies ◽

Development Program ◽

Lessons Learned ◽

Faculty Development Program ◽

Large Lecture ◽

Initial Implementation ◽

Active Learning Strategies ◽

Stem Faculty

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Transforming Introductory Sociology with Team-Based Learning: Sufficient Value and Surmountable Challenge?

Teaching Sociology ◽

10.1177/0092055x20947175 ◽

2020 ◽

Vol 48 (4) ◽

pp. 272-282

Author(s):

Jennifer Roebuck Bulanda ◽

Shelby Frye

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Teaching Strategy ◽

Student Resistance ◽

Teaching Techniques ◽

Scholarship Of Teaching ◽

Traditional Lecture ◽

Introductory Sociology ◽

Team Based Learning ◽

Potential Benefits

Team-Based Learning (TBL) is a highly structured, immersive teaching strategy that emphasizes active learning through peer teams. Despite its many potential benefits for teaching introductory sociology, it has been slow to gain traction in the discipline. Instructors may debate whether the value of TBL is sufficient to justify its challenges, which may include student resistance, increased time demands, and difficulty envisioning implementation. We aim to resolve this debate in four ways by (1) familiarizing faculty with the TBL method, (2) examining the value of TBL for students and instructors, (3) discussing strategies for overcoming challenges, and (4) offering an example of how TBL can be implemented in an introductory sociology course. As the scholarship of teaching and learning continues to challenge faculty to implement forward-thinking teaching techniques that move beyond traditional lecture, we conclude that TBL offers a compelling framework for transforming the introductory sociology course.

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