Marlor, L., & Finelli, C., & Graham, M., & Husman, J., & Borrego, M., & Prince, M., & Smith, M. (2022, August), Reducing Student Resistance to Active Learning Through Instructor Development: Project Update  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42092

\bibitem{asee_peer_42092}
  Marlor, L., \& Finelli, C., \& Graham, M., \& Husman, J., \& Borrego, M., \& Prince, M., \& Smith, M. (2022, August), \emph{Reducing Student Resistance to Active Learning Through Instructor Development: Project Update}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--42092

Lea Marlor, Cynthia Finelli, Matthew Graham, Jenefer Husman, Maura Borrego, Michael Prince, and Madeleine Smith.  "Reducing Student Resistance to Active Learning Through Instructor Development: Project Update".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/42092 Internet.  24 Apr, 2024

\bibitem{asee_peer_42092}
  Lea Marlor, Cynthia Finelli, Matthew Graham, Jenefer Husman, Maura Borrego, Michael Prince, and Madeleine Smith.
  "Reducing Student Resistance to Active Learning Through Instructor Development: Project Update".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42092 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_42092
author = "Lea Marlor, Cynthia Finelli, Matthew Graham, Jenefer Husman, Maura Borrego, Michael Prince, and Madeleine Smith"
title = "Reducing Student Resistance to Active Learning Through Instructor Development: Project Update"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42092}
number = {10.18260/1-2--42092}
}

TY  - CPAPER
AB  - This paper will provide an update on our research studying instructor development in science, technology, engineering, and mathematics (STEM) classrooms. We aim to increase the adoption of active learning in STEM classrooms, given that active learning has been shown to improve student retention rates, grades, understanding of course material. We define active learning as any time an instructor goes beyond simply lecturing to their students. One of the common reasons instructors cite for not implementing active learning in their courses is the fear of student resistance, which can be defined as any negative student reaction to active learning, including distracting others, giving lower course evaluations, or refusing to participate in the activity. For this study, we created a faculty development workshop to educate STEM instructors on what active learning is and ways to implement active learning into their classrooms. An additional goal of this workshop was to provide instructors with evidence-based strategies that focus on reducing student resistance to active learning.

This study is a randomized control trial (RCT) that will study the impact of this workshop on STEM instructors’ attitudes and behavior towards using active learning in their classrooms as well as their use of strategies for reducing student resistance to active learning. Instructors were recruited in the summer of 2021 from schools across the US and we ensured that we had a sample that included a wide range of institutions, from community colleges to R1 institutions. Once recruited, participants randomly assigned to a control or intervention group in the fall semester of 2021. Instructors were (or will be) surveyed four times throughout the course of the study. Survey waves 1 and 4 were completed at the beginning of the Fall 2021 and Winter/Spring 2022 semesters, respectively, while survey waves 2 and 3 were completed in the middle of the Fall 2021 semester, timed to be before and after the workshop intervention in order to test the effectiveness of this workshop. The data for this project is currently being collected, and this paper will focus on our progress. We will also discuss preliminary data as well as next steps for the project.
AU  - Lea Marlor
AU  - Cynthia Finelli
AU  - Matthew Graham
AU  - Jenefer Husman
AU  - Maura Borrego
AU  - Michael Prince
AU  - Madeleine Smith
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Reducing Student Resistance to Active Learning Through Instructor Development: Project Update
UR  - https://peer.asee.org/42092
DO  - 10.18260/1-2--42092
ER  -