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Leveraging student heterogeneity to bridge gaps through active learning

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Marianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge. “I have found that it is to my advantage to...

Active Learning (Bok Center)

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Check out the Bok Center’s guides and strategies for active learning, including approaching problems in STEM and leading discussions.

Active learning tip sheet (Bok Center)

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The Derek Bok Center for Teaching and Learning provides resources on active learning - activities requiring students to recall, think about, apply, and verbalize concepts - as well as a tip sheet of approaches.

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

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To learn more about active learning and how to overcome student resistance to peer instruction, check out Louis Deslauriers, et al. (2019) article on the value of active learning and how to combat the challenges: https://www.pnas.org/doi/10.1073/pnas...

Active learning increases student performance in science, engineering, and mathematics

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Read more about how active learning increases student performance in the STEM field in Freeman et al.’s famous 2014 study.

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

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Students learn more when they are actively engaged in the classroom than they do in a passive lecture environment. Extensive research supports this observation, especially in college-level science courses ( 1– 6). Research also shows that active teaching...

Research: Active learning increases student performance in science, engineering, and mathematics

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A meta-analysis of 225 studies published in PNAS found that active learning applied in college STEM disciplines increased student performance on examinations and concept inventories, and the likelihood to pass a course.

Setting up effective feedback loops: The role of assessment in course transformation

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Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes...

Getting the most out of classroom space

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Melissa Franklin, Mallinckrodt Professor of Physics, rethought her teaching by rethinking her classroom. She created a flexible classroom, “the SciBox,” to encourage active learning, greater engagement, and student ownership.

A ‘tangible dimension’: Learning by making, listening, and tasting

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Gojko Barjamovic, Lecturer on Assyriology, increases student learning in ANE 103 Ancient Lives by designing activities to engage students’ full range of senses. “To convince people to commit a semester of study to ancient history, you have to make it...

Engaging with the campus community

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Shai Dromi, Associate Senior Lecturer on Sociology (FAS), teaches courses on philanthropy, activism, and collective identity. Dromi frequently incorporates active learning exercises and collaborations into his courses.

Research: Active learning increases student performance in science, engineering, and mathematics

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A meta-analysis of 225 studies of undergraduate STEM teaching methods concluded that teaching approaches that turned students into active participants rather than passive listeners reduced failure rates and boosted scores on exams by almost one-half a...

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187 results for "active learning"

187 results for "active learning"

Leveraging student heterogeneity to bridge gaps through active learning

Active Learning (Bok Center)

Active learning tip sheet (Bok Center)

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

Active learning increases student performance in science, engineering, and mathematics

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

Research: Active learning increases student performance in science, engineering, and mathematics

Setting up effective feedback loops: The role of assessment in course transformation

Getting the most out of classroom space

A ‘tangible dimension’: Learning by making, listening, and tasting

Engaging with the campus community

Research: Active learning increases student performance in science, engineering, and mathematics