Magazine article
Creating Active Learning Classrooms Is Not Enough: Lessons from Two Case Studies
EDUCAUSE Review (Online)
12/04/2017
Abstract
Key Takeaways *Although active learning classrooms are designed to support innovative teaching and learning practices, classroom success requires sustained and intentional faculty development. *The University of Iowa and Indiana University each launched active learning classroom initiatives centered on faculty development. *These programs not only benefit individual instructors and their students, they are changing the pedagogy and culture at both universities in powerful and enduring ways. *The two cases offer many crucial findings about the design of both active learning spaces and faculty development programs to support success in and beyond individual courses and disciplines. The University of Iowa's TILE program In 2009, the TILE program launched as a parallel effort aimed at faculty development, classroom renovation, and educational assessment. While most campuses at the time emphasized active learning spaces in STEM, Iowa encouraged instructors in all disciplines to use the spaces. [...]from the beginning, TILE included humanities and social sciences faculty as well as STEM faculty. [...]TILE instructors keep in touch with the program through an online space in ICON.
Details
- Title: Subtitle
- Creating Active Learning Classrooms Is Not Enough: Lessons from Two Case Studies
- Creators
- Stacy MorroneAnna FlamingTracey BirdwellJane RussellTiffany RomanMaggie Jesse
- Resource Type
- Magazine article
- Publication Details
- EDUCAUSE Review (Online)
- ISSN
- 1527-6619
- eISSN
- 1945-709X
- Publisher
- EDUCAUSE
- Language
- English
- Date published
- 12/04/2017
- Academic Unit
- Gender, Women's and Sexuality Studies; ITS Teaching, Learning & Technology
- Record Identifier
- 9985113005002771
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