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

2021 ◽  
Author(s):  
Laura Carroll ◽  
Lea Marlor ◽  
Cynthia Finelli ◽  
Matthew Graham ◽  
Madison Andrews ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Development Project ◽  
Student Resistance

scholarly journals Reducing Student Resistance to Active Learning: Applying Research Results to Faculty Development

2020 ◽  
Author(s):  
Lea Marlor ◽  
Cynthia Finelli ◽  
Madison Andrews ◽  
Bobbie Bermudez ◽  
Maura Borrego ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Student Resistance ◽  
Research Results

scholarly journals Board 136: Resources for Faculty Development: Implicit Bias, Deficit Thinking, and Active Learning

2020 ◽  
Author(s):  
Robert Martin ◽  
Cynthia Lang ◽  
Sin-Ning Liu ◽  
Carolyn Sandoval ◽  
Mindy Bergman ◽  
...  
Keyword(s):  
Active Learning ◽  
Faculty Development ◽  
Implicit Bias ◽  
Deficit Thinking

Pedagogy

2020 ◽  
pp. 60-77
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Faculty Development ◽  
Community Of Inquiry ◽  
Learner Centered ◽  
Community Of Inquiry Framework ◽  
Definition Of ◽  
Pedagogical Approaches ◽  
Teacher Centered

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.

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

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.

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

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.

Enhancing the Capacity to Teach Gerontological Nursing: A Faculty Development Project

2010 ◽  
Vol 41 (5) ◽  
pp. 211-216 ◽  
Author(s):  
Lois L. Miller ◽  
Catherine R. Van Son ◽  
Juliana C. Cartwright ◽  
Tiffany L. Allen
Keyword(s):  
Faculty Development ◽  
Development Project ◽  
Gerontological Nursing
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