This workshop will compare the impact on student performance of active learning versus traditional lecturing.
CATL Workshop – A discussion of new research on lectures versus active learning
Tuesday, August 5, 12:00-1:15 p.m. (Lunch provided)
Belk Pavilion 208
In May 2014 Scott Freeman and colleagues published the largest and most comprehensive meta-analysis to date comparing lecturing to active learning in undergraduate STEM (science, technology, engineering, and math) education. This research demonstrates that courses using active learning significantly increased student exam scores and significantly decreased student failure rates when compared to lecture–based classes. The authors conclude: “Although traditional lecturing has dominated undergraduate instruction for most of a millennium and continues to have strong advocates, current evidence suggests that a constructivist ‘ask, don’t tell’ approach may lead to strong increases in student performance” (p. 4). In this discussion of the article, we will consider the implications of this research for courses across the disciplines.
To sign up, please use the registration form.