Category: Integrating Active Learning

Student using a clicker in Gina Frey's Chemistry classroom

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Tools to Facilitate In-Class Polling

September 8, 2016 | Bryn Lutes

Integrating Active Learning / Pinned

Tools to facilitate in-class polling In-class polling by any means (clickers, online polling programs, Google forms, or even colored pieces of paper) is a straight-forward way for instructors to gather real-time feedback, identify gaps in preparation or understanding, and then flexibly adjust instruction. Read more about why you might use polling in the classroom. Here […]

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STEM FIT participants talking together

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Highlights from STEM FIT 2016

June 29, 2016 | Shawn Nordell

Evidence-Based Strategies / Integrating Active Learning / STEM Education

Faculty from 8 colleges and universities in 13 STEM disciplines all came together to learn about evidence-based teaching during STEM FIT 2016. This faculty institute on teaching focused on strategies for incorporating active learning into the STEM classroom to improve student learning and strategies for creating a more inclusive STEM classroom. Faculty discussed and tried […]

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Clickers in Gina's class

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Integrating Active Learning with Clickers: Tips from a Faculty Workshop

May 20, 2016 | Shawn Nordell

Integrating Active Learning / Resources for Teaching

How do you work on a problem with 200 students at once? How can you find out what 200 students are thinking? You ask them to “click”! A group of faculty discussed integrating active learning with clickers in a workshop led by Shawn Nordell and Beth Fisher of The Teaching Center. “Clickers,” or Classroom Response […]

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Bio 3191 Groupwork

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Facilitating Group Work: Tips from a Junior-Faculty Workshop

April 19, 2016 | Shawn Nordell

Integrating Active Learning

A group of junior faculty delved into a productive discussion of the benefits and challenges of “Incorporating and Facilitating Group Work” at a faculty workshop led by Gina Frey on April 1, 2016. Gina began the discussion by asking the participants their rationale for including group work in their courses. Several faculty noted that many […]

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Gephardt Institute Grants for Community-Based Teaching

March 30, 2016 | Shawn Nordell

Announcements / Integrating Active Learning

The Gephardt Institute for Civic and Community Engagement has issued a Call for Proposals for faculty grants of up to $5,000 for the 2016-2017 Academic Year. The application deadline for both grants is May 1, 2016. Community-Based Teaching and Learning These grants support the development and implementation of community-based content in new or existing courses. For more […]

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Students collaborating in Gen Chem

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6 Ways to Encourage Student “Buy-In” For Active Learning

March 9, 2016 | Bryn Lutes

Integrating Active Learning

While faculty have sound, research-based reasons for including active learning (see more posts about integrating active learning), changing the status quo by incorporating active learning requires clear communication about the rationale for these changes and your expectations for student participation. There are many ways to encourage student buy-in for active-learning activities in the classroom. Here […]

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Rick Moog POGIL talk WashU November 2015

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Rick Moog Gives a Moving Presentation on POGIL

November 24, 2015 | Gillian Parrish

Integrating Active Learning

“The first thing we are going to do is move,” said Rick Moog, professor of chemistry at Franklin and Marshall College and director of The POGIL (Process-Oriented, Guided-Inquiry Learning) Project, at the start of his November 17 talk on POGIL. Moog, an internationally known leader in collaborative, student-centered learning, is spending his sabbatical year at The […]

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Student discussion

Leading Discussions: Tips from a Junior-Faculty Workshop

September 17, 2015 | Gillian Parrish

Integrating Active Learning

Yesterday’s first junior-faculty workshop of the academic year, “Leading Effective Discussions,” led by Gina Frey, drew faculty from disciplines ranging from business to music and physics to think through the challenges and opportunities of classroom discussions. True to its topic, the workshop took the form of a lively discussion. We brainstormed in small groups and then reconvened […]

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