June 15, 2019
June 15, 2019
June 19, 2019
Faculty Development Constituent Committee
This research paper explores the characterization of Active Learning (AL) practices in the School of Engineering at Universidad Icesi. A survey designed to identify faculty understanding of AL and to characterize classroom practices was developed during summer 2017 and subsequently administered to 144 faculty members. Sixty-five (65) written definitions of AL were gathered, coded, and analyzed. One hundred-thirty-six (136) activities detailed in the survey were analyzed according to an inventory of twenty-two (22) AL activities developed at Northwestern University. Findings suggest, first, that there is no consensus on a definition for AL; second, that the activity “reading before class” is typically misunderstood as an AL activity; and third, that there cannot be an implementation of AL by faculty members without providing them the proper training and competencies required to design learning strategies oriented toward AL. The contribution of this paper is twofold. First, the current study will raise awareness among faculty members at the School of Engineering at Universidad Icesi that they must reflect not only on the instructional design of their courses but also on opportunities for self-improvement. Second, it will aid department heads in identifying areas in which to focus faculty development efforts. At Universidad Icesi, these results have led to changes in the School of Engineering at both the school and departmental levels. Finally, a proposal for a preliminary plan for faculty development is presented. Presentation method: traditional lecture.
Burbano, A., & Ortegon, K., & Guzman, S., & Taquez Quenguan, H. A. (2019, June), Active Learning: Faculty Mind-sets and the Need for Faculty Development Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32031
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