ED54B:
Implementing and Sustaining Active Learning Strategies in the College Classroom II


Submit an Abstract to this Session


Session ID#: 61427

Session Description:
A growing body of research suggests that active learning in the classroom setting is critical to promote student learning, which fits with the cognition literature. Building on these findings, faculty have started to assess the outcomes from the development and implementation of active learning approaches. In this session, we would like to discuss your experiences with the use of active-learning strategies in your courses or programs, including the successes you have had and the barriers you have had to overcome. Presenters who have implemented active learning approaches in any STEM discipline are welcome. Possible topics include: flipped classroom, case-study teaching, Process-Oriented Guided Inquiry Learning (POGIL), collaborative learning groups, immersive media and other technology-enabled active learning. We are especially interested in submissions on active learning strategies in introductory courses that have promoted beneficial outcomes for students, such as increased retention, course completion, or improved learning.
Primary Convener:  Walter Yerk, Drexel University, Philadelphia, United States
Conveners:  Patricia Gallagher, Drexel University, Philadelphia, PA, United States, Daniel B King, Drexel University, Chemistry, Philadelphia, PA, United States and Kristin Sample-Lord, Villanova University, Department of Civil & Environmental Engineering, Villanova, United States
Primary Liaison:  Walter Yerk, Drexel University, Philadelphia, United States
Chairs:  Kristin Sample-Lord, Villanova University, Department of Civil & Environmental Engineering, Villanova, United States, Daniel B King, Drexel University, Chemistry, Philadelphia, PA, United States, Lev Horodyskyj, Arizona State University, Center for Education Through eXploration, School of Earth and Space Exploration, Tempe, AZ, United States and Walter Yerk, Drexel University, Philadelphia, United States
OSPA Liaison:  Chris Mead, Arizona State University, Center for Education Through Exploration, School of Earth and Space Exploration, Tempe, AZ, United States
Index Terms:

0810 Post-secondary education [EDUCATION]
0825 Teaching methods [EDUCATION]
0845 Instructional tools [EDUCATION]
0850 Geoscience education research [EDUCATION]

Abstracts Submitted to this Session:

Perspectives on the use of active learning techniques in teaching climate science to first year undergraduate students (457080)
Shaina Sadai, University of Massachusetts Amherst, Geosciences, Amherst, United States
Preparing young geoscientists for workforce success with active learning and community engagement in the graduate classroom (408917)
Kathryn M Schreiner1, Julia Williams2, Sergei Katsev3, Byron A Steinman4 and Robert Sterner1, (1)University of Minnesota Duluth, Large Lakes Observatory, Duluth, United States, (2)University of Minnesota Duluth, Department of Education, Duluth, MN, United States, (3)University of Minnesota Duluth, Department of Physics and Astronomy, Duluth, United States, (4)University of Minnesota Duluth, Department of Earth and Environmental Sciences and Large Lakes Observatory, Duluth, United States
Active Learning Within the Framework of the NGSS in a Large Earth Science Course for Pre-Service Teachers (420171)
Susan McGeary, Danielle J Ford, Jennifer Gallo-Fox and Cheryl M. Ackerman, University of Delaware, Newark, DE, United States
Incorporating Cooperative Learning Activities Into GEOL 0840: Environmental Science Increases Student Retention of Content (410046)
Kyle A Whittinghill, University of Pittsburgh, Department of Geology and Evironmental Science, Pittsburgh, PA, United States and Danielle M Andrews-Brown, University of Pittsburgh, Geology and Environmental Science, Pittsburgh, United States
Utilizing video-driven “flipped” instruction to enable active learning and affect student outcomes within an introductory physical geology course (460808)
Jason P Jones and David McConnell, North Carolina State University Raleigh, Marine, Earth and Atmospheric Sciences, Raleigh, NC, United States
The Value of Being There: Toward a Science of Immersive Virtual Field Trips (452472)
Alexander Klippel1, Jiayan Zhao1, Jan Oliver Wallgruen1, Danielle Oprean2, Chris Stubbs3, Kathy Lou Jackson3 and Peter C La Femina4, (1)Pennsylvania State University Main Campus, Geography, University Park, PA, United States, (2)University of Missouri, Columbia, MO, United States, (3)Pennsylvania State University Main Campus, Teaching and Learning with Technology, University Park, PA, United States, (4)Pennsylvania State University Main Campus, Department of Geosciences, University Park, PA, United States
Evaluating the Impact of Educational Activities on Student Engagement in Climate Science Using Galvanic Hand Sensors (398439)
Ariel Morrison, University of Colorado Boulder, Atmospheric and Oceanic Sciences, Boulder, CO, United States, Anne U Gold, University of Colorado Boulder, Center for Education, Engagement and Evaluation; Cooperative Institute for Research in Environmental Sciences, Boulder, United States, Jennifer E Kay, University of Colorado at Boulder, Cooperative Institute for Research in Environmental Sciences (CIRES), Boulder, United States and Susannah Rozak, Pikes Peak Community College, Colorado Springs, CO, United States

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