Research overwhelmingly supports the idea that active learning, “opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject” leads to greater learning gains than methods of teaching that situate students as passive receptors of knowledge (Meyer & Jones, 1993). Yet sometimes factors like course content, class size, and student readiness lend themselves to more traditional methods like lecture. In this workshop, participants will examine the research related to active learning in the humanities, arts, and social sciences, and discuss how to incorporate active learning strategies effectively into their courses.
For questions about this workshop, please contact Dr. Meg Gregory.
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