Active Learning in the Science Classroom: What the Research Says

In April 2014, The Proceedings of the National Academy of Sciences published an article that analyzed “225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate STEM courses under traditional lecturing versus active learning.” Results suggest that “students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning.” Come to this session led by Jill Maroo (Biology) to find out more about the study and what it might say about teaching strategies in STEM courses. The article can also be found on the CETL website (http://uni.edu/provost/cetl) by clicking the calendar event for this session.