Numerous studies indicate that active learning, which is broadly defined as engaging students in their learning, enhances students’ academic performance (Prince, 2004). Other studies demonstrate the need to consider student characteristics to promote student success (Tinto, 2006).
This project emerged from a Faculty Learning Community at the University of Georgia, which explored active learning, student development theory, and the emerging profile of UGA students in order to design pedagogical approaches and strategies that promote student learning, development, and success. Participating faculty were interested in exploring the intersections of learning and development and infusing active learning strategies into a course. Participating faculty members also agreed to participate in an assessment of the course as it is currently designed and in an assessment of the course upon revision.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Tinto, V. (2006). Research and practice student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1-19.
FLC Members: Erin Ciarimboli, Nick Colvard, Paul Eubig, Christin Huggins, Alice Hunt, Zoe Morris, Tarkesh Singh