Research Mentor(s)
Borda, Emily
Description
Change at the Core (C-Core) is a faculty professional development program designed to investigate and employ the benefits of student focused learning in introductory science courses. It is a multidisciplinary effort among science educators at three higher education institutions to understand different possible learning strategy implementations. We are using case studies to investigate these implementations, the challenges involved, and the student responses to these approaches. Previous research has shown that students respond with greater learning outcomes towards alternatives to lectures. Data are being collected through classroom observations, student surveys, and faculty interviews. So far, we have observed a range of implementation of student centered learning strategies amongst participating faculty.
Document Type
Event
Start Date
15-5-2015 10:00 AM
End Date
15-5-2015 2:00 PM
Department
SMATE (Science, Math and Technology Education)
Genre/Form
student projects; posters
Subjects – Topical (LCSH)
Science--Study and teaching; Effective teaching; College teaching--United States;
Geographic Coverage
United States
Type
Image
Keywords
Education, Chemistry, Active Learning
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this documentation for commercial purposes, or for financial gain, shall not be allowed without the author's written permission.
Language
English
Format
application/pdf
Included in
Change at the Core: An Initial Implementation of Active Learning Strategies in Large, Lecture Science Courses
Change at the Core (C-Core) is a faculty professional development program designed to investigate and employ the benefits of student focused learning in introductory science courses. It is a multidisciplinary effort among science educators at three higher education institutions to understand different possible learning strategy implementations. We are using case studies to investigate these implementations, the challenges involved, and the student responses to these approaches. Previous research has shown that students respond with greater learning outcomes towards alternatives to lectures. Data are being collected through classroom observations, student surveys, and faculty interviews. So far, we have observed a range of implementation of student centered learning strategies amongst participating faculty.