(396k) Faculty Incentives to Promote Active Learning

Authors: 
Hill, E., University of Minnesota Duluth
Saftner, D., University of Minnesota Duluth
Willemsen, P., University of Minnesota Duluth
Gorman, K., University of Minnesota Duluth
Walker, J. D., University of Minnesota Duluth
During the 2014/15 academic year, the Swenson College of Science and Engineering at the University of Minnesota Duluth (UMD) launched a community of practice continuous improvement process for increasing faculty participation in active learning. These activities were led by an initial cohort of active learning implementers focused on research to practice discussions participating in discussions of the book ‘How Learning Works” by Ambrose et al. and who spent a summer term retooling their own course materials to engage students actively in their classrooms. The lessons learned from this small cohort of eight were transferred into a process to support the implementation of Active Learning amid competing priorities faculty at the University of Minnesota Duluth (UMD) face and this community of practice model with faculty incentives is a process that may be adapted elsewhere. This poster shall be preliminary results including the percent of our faculty using active learning strategies in the baseline year versus the current year as well as well as faculty attitude response to surveys assessing the program. Subsequent years of data and the reaction of students within the college undergoing this transition will be the subject of a future work.
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