Active Learning Community Open House Undergraduate Academic Affairs - PowerPoint PPT Presentation

Active Learning Community Active Learning Community Open House Undergraduate Academic Affairs Undergraduate Academic Affairs

Active Learning Community Rutgers Learning Centers Digital Classroom Services Mary Emenike Dave Wyrtzen Director of STEM Support Associate Director for Faculty Training and Outreach Scheduling & Space Management Chris Morett Director Undergraduate Academic Affairs

Active Learning Community What terms do you think of when you see or hear the phrase: active learning? Word cloud produced by responses given online at Open House by attendees Undergraduate Academic Affairs

Active Learning Community Active Learning Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving, that promote analysis, synthesis, and evaluation of class content Center for Research on the Integration of Teaching and Learning; http://www.crlt.umich.edu/tstrategies/tsal Undergraduate Academic Affairs

Active Learning Community Undergraduate Academic Affairs http://www.crlt.umich.edu/sites/default/files/resource_files/Active%20Learning%20Continuum.pdf

Active Learning Community Examples of Active Learning at Rutgers Courses Faculty Members Philosophy Justin Kalef and Pamela Robertson Global Health Perspectives Francis Barchi Living in the Microbial World Diane Davis Chemical Engineering Analysis I Helen Buettner Engineering Probability Susan Albin Extended Analytical Physics IA, IB Suzanne Brahmia Analytical Physics IA, IB, IIA, IIB Frank Zimmerman, Jolie Cizewski, Valery Kirukyn, John Paul Physics for the Sciences I, II Michael Gentile General Biology I, II Gregg Transue, Martha Haviland, Monica Torres General Chemistry I, II (online active learning environment) Darrin York Computer Science JT Chirco School of Communications Nick Linardopolous Undergraduate Academic Affairs

Active Learning Community What are the benefits of active learning? Word cloud produced by responses given online at Open House by attendees Undergraduate Academic Affairs

Active Learning Community Benefits of Active Learning (versus individualistic learning) Table 1. Collaborative vs. individualistic learning: Reported effect size of the improvement in different learning outcomes Reference Learning Outcome Effect Size Johnson, D., R., Johnson, and K. Smith, Active Improved academic achievement 0.64 Learning: Cooperation in the College Classroom, 2nd Improved quality of interpersonal interactions 0.60 ed., Interaction Book Co., Edina, MN,1998. Improved self-esteem 0.44 Improved perceptions of greater social support 0.70 Johnson, D., R., Johnson, and K. Smith, “Cooperative Improved academic achievement 0.53 Learning Returns to College: What Evidence is There Improved liking among students 0.55 That it Works?,” Change, Vol. 30, No. 4. July/Aug., 1998, p. 26 – 35. Improved self-esteem 0.29 Improved perceptions of greater social support 0.51 Springer, L., M. Stanne , and S. Donovan, “Effects of Improved academic achievement 0.51 Small-Group Learning on Undergraduates in Science, Improved student attitudes 0.55 Mathematics, Engineering and Technology: A Meta- Analysis,” Review of Educational Research, Vol. 69, Improved retention in academic programs 0.46 No. 1, 1999, pp. 21 – 52. Undergraduate Academic Affairs Prince, M. (2004) “Does Active Learning Work? A Review of the Research” J. Engr. Educ. 93(3), 223 -231.

Active Learning Community Backwards Design • Identify course goals and student learning outcomes • Identify assessments – Formative – Interim – Summative • Choose (and/or design) learning activities Wiggins, G. P.; McTighe, J.; Kiernan, L. J.; Frost, F. (1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development. Perie, S.; Marion, S.; Gong, B.; Wurtzel, J. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. Undergraduate Academic Affairs http://achieve.org/files/TheRoleofInterim%20Assessments12-13-07.pdf

Active Learning Community ACTIVE LEARNING CLASSROOMS Undergraduate Academic Affairs

Active Learning Community Undergraduate Academic Affairs

Active Learning Community What would your ideal active learning classroom look like? Suggestions created by attendees Undergraduate Academic Affairs at the Open House

Active Learning Community What would your ideal active learning classroom look like? Undergraduate Academic Affairs Our lovely attendees are neither artists nor do they claim to be

Active Learning Community Active Learning Classroom at Rutgers • Currently: No General-Purpose ALCs • Spring 2016: Tillett 204 (54 capacity) • Fall 2016: Rutgers Academic Building, 2 ALCs (90 Capacity) Undergraduate Academic Affairs

Active Learning Community Tillett 204 Potential Room Layout • 6 tables • 9 students per table • Whiteboards • Group monitors • Under-table storage Undergraduate Academic Affairs

Active Learning Community Rutgers Academic Building ALCs Undergraduate Academic Affairs

Active Learning Community Undergraduate Academic Affairs

Active Learning Community Concept Drawing for GPC Active Learning Classroom Design Principles: • Collaborative seating • Flow • Flexible orientation • Workspace • Non-intrusive technology Potential Technology: • Whiteboards • Student displays • Student outlets • Instructor kiosk • Instructor display Undergraduate Academic Affairs control

Active Learning Community ACTIVE LEARNING COMMUNITY Undergraduate Academic Affairs

Active Learning Community Potential Community Components • Boot Camp • Monthly Workshops • Symposium • Learning Assistants • Mentors • Fellows • Assessment Undergraduate Academic Affairs

Active Learning Community Learning Assistants http://laa.colorado.edu/ Undergraduate Academic Affairs

Active Learning Community CONCLUSION Undergraduate Academic Affairs

Active Learning Community Conclusion • Course Information Forms • ALC Web Site: – dcs.rutgers.edu/active-learning • Baseline survey in the works • We will be in touch • Mingle, eat, discuss – Dr. Gregg Transue, Biology – Dr. Justin Kalef, Philosophy – Matt Wilk, DCS Associate Director for Technical Services & Operations – Dan Bello, DCS Instructional Technology Supervisor Undergraduate Academic Affairs

Active Learning Community Thank you for coming! Mary Emenike Dave Wyrtzen mary.emenike@rutgers.edu david.wyrtzen@rutgers.edu Chris Morett chris.morett@rutgers.edu Undergraduate Academic Affairs