What Engineering Instructors can do to Reduce Student Resistance to Active Learning
2019 Fall Cyberseminar Series
- Maura Borrego / University of Texas at Austin
Research has shown that active learning promotes student learning anf increases retention rates of engineering undergraduates. Yet instructors are reluctant to change their teaching approaches for several reasons, including a fear of student resistence to active learning and low course evaluations. Recent research has investigates a cariety of factors that influence students' reactions to active learning. The food news is that strategies instructors employ when explaining and facilitating active learning in ther classes are more influential that characteristics of the students, the course, or the instructor and are effective across a range of individual and group=based active learning approaches.
This presentation will review the results of this research, which is based on a national study of 1, 051 students who completed the Student Response to INstructional Practices (StRIP) survey in 18 introductory engineering courses where active learning was implemented. Follow-up interviews with the instructors of those courses provide more detail about specific strategies for reducing student resistence to active learning, and the variety of ways that instructors implement them in difference engineering courses. These findings are further vailidated by a systematic literature review, which extends the findings to other STEM disciplines and identifies strategies that move outside the classroom to course planning and instructor persistence over several semesters.
2019 Fall Cyberseminar Series: Emerging Advances in Hydrologic Education
Hosted by Emad Habib, University of Louisiana at Lafayette
With the increasing complexity in our natural and built systems, and with the recent advances in data and modeling technologies, hydrology educators recognize the need for providing learning experiences that address such challenges and opportunities. This Cyberseminar series will cover new developments that have emerged recently in the field of hydrology education, including: data and modeling-based learning experiences; use of active-learning pedagogies; development of open educational resources; digital and online education approaches; innovative methods for collaboration and sharing of learning resources; and water interdisciplinary curricula. The session highlights efforts at both undergraduate and graduate academic settings, as well as community and citizen-science engagements.