In this module, faculty learn to implement the essential components of effective active learning, including providing a rationale for the activity, promoting group interdependence, holding group members accountable, and collecting student feedback to identify strengths and areas for improving the activity. The module helps instructors implement three active learning techniques (Think-Pair-Share, Jigsaw, and Analytic Teams) depending on the learning objectives they have set for their class session.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as holding students accountable for their participation in group activities or implementing an appropriate active learning activity.
Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3/4), 7–55.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social, and General Psychology Monographs, 131, 285–358.
Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from http://harvardmagazine.com/2012/03/twilight-of-the-lecture
McWilliam, E. L. (2009). Teaching for creativity: From sage to guide to meddler. Asia Pacific Journal of Education, 29, 281–293.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
In this module, faculty learn how to effectively plan and facilitate active learning in a large class. The module teaches faculty to use an active learning cycle to pique student interest, build foundational knowledge, and then require students to apply new concepts. In addition, the module includes techniques for using formative assessment and leveraging technology to inform and improve learning.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using cues to keep students on task, designing lessons according to an active learning cycle, or closing with an activity to hold students accountable.
Advising Subject Matter Experts: John Pollard, University of Arizona, and Edward Prather, University of
Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Cell Biology Education, 4, 262–268.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York, NY: Springer.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Cleveland, L. G. (2002). That’s not a large class; It’s a small town: How do I manage? In C. A. Stanley & M. E.
Porter (Eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 16–27). Bolton, MA: Anker.
Columbia University. (n.d.). Active learning. Retrieved from http://www.columbia.edu/cu/tat/pdfs/active %20learning.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864.
Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Sterling, VA: Stylus.
Felder, R. M. (1997). Beating the numbers game: Effective teaching in large classes. Proceedings of the 1997 ASEE Annual Conference, Milwaukee, WI. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f /felder/public/Papers/Largeclasses.htm
Hake, R. R. (1998). Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64.
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston, MA: Allyn and Bacon.
Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4, 298–310.
Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from http://harvardmagazine.com/2012/03/twilight-of-the-lecture
McKeachie, W. J. (1999). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (10th ed.). Boston, MA: Houghton Mifflin.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (Updated and expanded 2nd ed.). Seattle, WA: Pear Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Novicki, A. (2010, April 1). Promoting learning in large enrollment courses [Blog post]. Retrieved from https://cit.duke.edu/blog/2010/04/promoting-learning-in-large-enrollment-courses/
Pollard, J. (2014, June 9). Teaching students how to think. University of Arizona News. Retrieved from http://uanews.org/videos/teaching-students-how-think
PolyUFB. (2013, February 20). Dr. Allison Lloyd – Active learning in large class [Video file]. Retrieved from https://www.youtube.com/watch?v=c_zlpj89AFg
Preszler, R. W., Dawe, A., Shuster, C. B., & Shuster, M. (2007). Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses. CBE Life Sciences Education, 6, 29–41.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223–231.
Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education, 10, 14–18.
Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston, MA: Allyn and Bacon.
Teaching and Educational Development Institute. (2002). A survey of large class teaching around Australia. Retrieved from http://www.cadad.edu.au/largeclasses/pdfs/Resources_2ReportonSurvey.pdf
Topping, K. J., & Ehly, S. W. (1998). Peer-assisted learning. Mahwah, NJ: Erlbaum Associates.
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review, 38(5), 28–38. N/A
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
University of Arizona, Office of Instruction and Assessment. (n.d.). The learning cycle [Video file]. Retrieved from http://streaming.oia.arizona.edu/clientFlashABR/play.php?clipname=/perm/stem/learning_cycle
_research_2014/learning_cycle/web.smil&banner=on&autoplay=off&help=on&aspect=wide
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com /watch?v=8UJRNRdgyvE
VanGundy, A. B. (2005). 101 activities for teaching creativity and problem solving. San Francisco, CA: Pfeiffer.
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca /resources/files/Active-learning-class-observation-guide_Wieman.pdf
In this module, faculty learn how to determine if the lecture approach is aligned to their learning objectives, develop well-organized and effectively paced lectures, keep students engaged, and seek student feedback.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as opening with an interesting quote or question to pique students’ interest, providing skeletal notes, or chunking information into manageable segments.
Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from http://harvardmagazine.com/2012/03/twilight-of-the-lecture
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Tollefson, S. (n.d). Gone in sixty seconds: The one-minute paper as a tool for evaluation—of both instructor and students [Blog post]. Retrieved from http://writingacross.berkeley.edu/?page_id=108
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
University of Michigan, Center for Research on Learning & Teaching [CRLTeach]. (2014, February 26). Eric Mazur, Harvard University. Peer instruction [Video file]. Retrieved from https://www.youtube.com /watch?v=8UJRNRdgyvE
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www .cwsei.ubc.ca/Files/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
In this module, faculty learn how to write well-sequenced, thought-provoking questions to increase student engagement in class discussions. The module helps instructors effectively set expectations for participation, explain the role of discussion for positively impacting learning, and develop an effective grading policy. Faculty will also learn how to leverage class discussions so students come to class prepared and having done the assigned reading or homework.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as sequencing questions to progress toward higher order thinking, developing a grading policy for participation, or assigning students a selfgrading activity.
Auster, C. J., & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the effects of faculty members’ behavior on students’ participation. Teaching Sociology, 22, 289–300. N/A
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
Barton, J., Heilker, P., & Rutkowski, D. (n.d.). Fostering effective classroom discussions. Retrieved from http://www.mhhe.com/socscience/english/tc/pt/discussion/discussion.htm
Baxter, J., & Ter Bush, R. (2010). Discussions. Retrieved from http://resources.depaul.edu/teaching
-commons/teaching-guides/instructional-methods/pages/discussions.aspx
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: ERIC Clearinghouse on Higher Education. Retrieved from ERIC database. (ED340272)
Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Cashin, W. E. (2011). Effective classroom discussions (Idea Paper #49). Retrieved from http://ideaedu.org/wp -content/uploads/2014/11/IDEA_Paper_49.pdf
Cerbin, B. (2010, April 23). Collaborative learning techniques workshop handouts. Center for Advancing Teaching
& Learning, UW-La Crosse. Retrieved from http://www.uwlax.edu/catl/studentlearning
/presentations/collaborativelearningtechniqueshandout.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Sterling, VA: Stylus.
Elkenberry, K. (2007). Brainstorming strategies: Seven questions that spur better solutions. Retrieved from http://www.sideroad.com/Meetings/brainstormingstrategies.html
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass.
Ito, C. (2014). Techniques for active learning. Retrieved from http://education.wm.edu/centers/ttac /documents/packets/activelearning.pdf
Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observations on the meanings of student participation. Sociology and Social Research, 60, 421–439. N/A
Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Novak, G. M., Patterson, E. T., Gavrin, A. D., & Christian, W. (1999). Just-in-Time teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall.
Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.). Walnut Creek, CA: Left Coast Press.
Sidelinger, R. (2010). College student involvement: An examination of student characteristics and perceived instructor communication behaviors in the classroom. Communication Studies, 61, 87–103.
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
In this module, faculty learn activities they can use to launch productive discussions, including Hatful of Quotes, Sentence Completions, and Fishbowl techniques. The module also helps instructors balance student participation using wait time, prompts to manage dominant talkers, and techniques to encourage quieter students while also limiting their own talking.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a Fishbowl activity, wait time, or prompting.
Alexander, M. E., Commander, N., Greenberg, D., & Ward, T. (2010). Using the four-questions technique to enhance critical thinking in online discussions. Journal of Online Learning and Teaching, 6, 409–415.
Auster, C. J., & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the effects of faculty members’ behavior on students’ participation. Teaching Sociology, 22, 289–300. N/A
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
Barton, J., Heilker, P., & Rutkowski, D. (n.d.). Fostering effective classroom discussions. Retrieved from http://www.mhhe.com/socscience/english/tc/pt/discussion/discussion.htm
Baxter, J., & Ter Bush, R. (2010). Discussions. Retrieved from http://resources.depaul.edu/teaching
-commons/teaching-guides/instructional-methods/pages/discussions.aspx
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: ERIC Clearinghouse on Higher Education. Retrieved from ERIC database. (ED340272)
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Cashin, W. E. (2011). Effective classroom discussions (Idea Paper #49). Retrieved from http://ideaedu.org/wp -content/uploads/2014/11/IDEA_Paper_49.pdf
Cerbin, B. (2010, April 23). Collaborative learning techniques workshop handouts. Center for Advancing Teaching
& Learning, UW-La Crosse. Retrieved from http://www.uwlax.edu/catl/studentlearning/presentations/collaborativelearningtechniqueshandout.pdf
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Sterling, VA: Stylus.
Elkenberry, K. (2007). Brainstorming strategies: Seven questions that spur better solutions. Retrieved from http://www.sideroad.com/Meetings/brainstormingstrategies.html
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass.
Ito, C. (2014). Techniques for active learning. Retrieved from http://education.wm.edu/centers/ttac /documents/packets/activelearning.pdf
Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.). Walnut Creek, CA: Left Coast Press.
Sidelinger, R. (2010). College student involvement: An examination of student characteristics and perceived instructor communication behaviors in the classroom. Communication Studies, 61, 87–103.
Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/Archives/Back%20Issues/2015
/November-December%202015/course-redesign_full.html
Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files
/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science
Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca
/resources/files/Active-learning-class-observation-guide_Wieman.pdf
In this module, faculty learn how to design assignments that incorporate civic knowledge, skills, and values; as well as teach students to strategically use research to solve local problems, share their findings with the community, and develop their civic values.
To satisfy the module requirements, practicing faculty must create a civic learning assignment for one of their courses.
Association of American Colleges and Universities. (n.d.). Problem solving VALUE rubric. Retrieved from http://www.aacu.org/value/rubrics/problem-solving
Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the spirit: How college can enhance students’ inner lives. San Francisco, CA: Jossey-Bass.
Boyte, H. C. (2015). Democracy’s education: Public work, citizenship, & the future of colleges and universities. Nashville, TN: Vanderbilt University Press.
Brammer, L., Dumlao, R., Falk, A., Hollander, E., Knutson, E., Poehnert, J., . . . Werner, V. (2012). Core competencies in civic engagement. Retrieved from http://scholarworks.merrimack.edu/ced_pubs/1
Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2010). Educating citizens: Preparing America’s undergraduates for lives of moral and civic responsibility. San Francisco, CA: Jossey-Bass.
Dewey, J. (1933). Experience and education. New York, NY: Macmillan.
Dostilio, L. D., Conti, N., Kronk, R., Weideman, Y. L., Woodley, S. K., & Trun, N. (2013). Civic learning through public scholarship: Coherence among diverse disciplines. Journal of Public Scholarship in Higher Education, 3, 43–65.
Finley, A. (2012, January). A brief review of the evidence on civic learning in higher education. Paper presented at the annual meeting of the Association of American Colleges and Universities, Washington, DC.
Retrieved from http://www.aacu.org/sites/default/files/files/crucible/CivicOutcomesBrief.pdf
Huber, B. J. (2010). Does participation in multiple high impact practices affect student success at Cal State
Northridge?: Some preliminary insights. California State University, Northridge, Office of Institutional
Research. Retrieved from http://www.calstate.edu/engage/documents/csun-study-participation -in-multiple-high-impact-practices.pdf
Jansen, T., Chioncel, N., & Dekkers, H. (2006). Social cohesion and integration: Learning active citizenship. British Journal of Sociology of Education, 27, 189–205. N/A
Kadesch, R. R. (1996). Problem solving across the disciplines. New York, NY: Prentice Hall.
Kahne, J., Middaugh, E., & Allen, D. (2013). Youth, new media, and the rise of participatory politics (Working Papers
#1). Retrieved from http://ypp.dmlcentral.net/sites/default/files/publications/YPP_WorkinPapers _Paper01.pdf
Kinzie, J., & Stevens, M. (2013, June). Service-learning and beyond: Civic learning impact, implications, and more [PowerPoint slides]. Presentation from the NASPA Civic Learning & Democratic Engagement
Meeting, Philadelphia, PA. Retrieved from http://cpr.indiana.edu/uploads/NASPA%20CLDE
%202013%20Service%20Learning%20and%20Beyond.pdf
Kirlin, M. (2003). The role of civic skills in fostering civic engagement (CIRCLE Working Paper 06). Retrieved from http://www.civicyouth.org/PopUps/WorkingPapers/WP06Kirlin.pdf
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: Pearson FT Press.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
National Survey of Student Engagement. (2012). Promoting student learning and institutional improvement:
Lessons from NSSE at 13. Bloomington, IN: Indiana University Center for Postsecondary Research.
Retrieved from http://nsse.iub.edu/NSSE_2012_Results/pdf/NSSE_2012_Annual_Results.pdf
Rubin, B. C. (2011). Making citizens: Transforming civic learning for diverse social studies classrooms. New York, NY: Routledge.
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic selfregulation. Journal of Personality and Social Psychology, 107, 559–580. N/A