Coordinating STEM Core Courses for Student Success

Villalobos, Cristina; Kim, Hyung Won; Huber, Tim; Knobel, Roger; Setayesh, Shaghayegh; Sasidharan, Lekshmi; Galstyan, Anahit; Balogh, András

doi:10.1080/10511970.2020.1793855

Cited by 6 publications

(1 citation statement)

References 11 publications

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“…For example, see [16]. Some departments have made intentional cultural shifts toward embracing AL [17,18], with accompanying positive changes in student outcomes [19][20][21]. When instructors are focused on actively engaging students in discussing and doing mathematics, and instructors intentionally attend to issues of equity and inclusion, students pass at higher rates and have more positive attitudes toward mathematics [2,5].…”

Section: Al National Initiatives For Changementioning

confidence: 99%

Dimensions for Development and Implementation of Active Learning in Higher Education

P. Yee,

C. Rogers,

Williams

et al. 2024

Education and Human Development

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This chapter focuses on accessible active learning (AL) strategies that promote equitable and effective student-centered instruction for higher education. Although there is not a consensus definition of AL across disciplines, principles of AL include attention to student engagement with content, peer-to-peer interactions, instructor uses of student thinking, and instructor attention to equity. A variety of AL strategies vary in complexity, time, and resources, and instructors can build up repertoires of such teaching practices. The field needs cultural change that moves away from lecture and toward AL and student engagement as the norm for equitable and effective teaching. Although such cultural change needs to include instructor professional learning about AL strategies, it also needs attention to collective beliefs, power dynamics, and structures that support (or inhibit) equitable AL implementation. This chapter provides frameworks for sustainable change to using AL in higher education, as well as research-based findings around which AL strategies are easy on-ramps for novice instructors. This chapter also provides a few specific examples of structures that support AL—course coordination and peer mentoring—and provides questions one may pose in attempting to spur cultural change that centers AL.

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