Active Learning in College STEM Classes
In spring of 2019, the faculty of a large public university were asked to inventory the active learning strategies they used during a target class session (i.e., the first class they taught that week). 271 instructors representing 12,112 students responded to the survey. In this poster presentation, target courses are grouped by discipline (Applied Sciences, Natural Sciences, and Non-STEM) and compared. An initial analysis revealed that faculty teaching STEM target classes used fewer active learning strategies and were more likely to employ lecture-dominant instruction. However, additional analyses revealed that such differences may be dependent on classroom space and class enrollment, rather than course discipline.
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