Promoting Active Learning at SHSU

The use of active learning techniques in the university classroom is a proven and widely accepted strategy to improve learning outcomes and increase student engagement. Although relatively new to higher education pedagogy, active learning has been adopted by several faculty members at SHSU, from such seemingly distinct fields as mathematics, english, and philosophy. This proposed initiative seeks to expand the use of this evidence-based teaching strategy across the rest of our campus. The positive effects of active learning have been observed both nationwide[2],[3] and on our campus. An initiative on our campus which encourages, fosters, and rewards more active learning in our classrooms has the potential to not only improve the learning outcomes and engagement of our students, but also to contribute to the body of evidence on the effects of these teaching methods. While the use of active learning techniques in the university classroom has become more widespread across the country, it has also been met with skepticism and trepidation by many faculty members. However, recent results from education researchers indicate that these techniques increase both learning outcomes and student engagement. These increases – some of which are referenced below – are seen particularly in struggling students, and consequently can have profound effects on students at regional, comprehensive public universities such as ours. The use of active learning takes on many forms in the university classroom, although all share the common characteristic of avoiding a traditional classroom lecture from an instructor. Rather than simply transferring information from a lecturer to the students, active learning techniques require the students to be actively involved in the learning process. These learning techniques have been partially categorized in education literature as collaborative, cooperative, or project-based learning [1]. Whether these techniques have taken the form of flipped classrooms, peer-led team