Active Learning Symposium Session Video Archive

Active Learning with Technology: Peanut butter & Jelly or Oil & Water?
Steve Luft, Graduate Assistant, Education, Montana State University

This presentation will provide an overview of Technology Enhanced classrooms across the nation and the State of Montana.  This overview will include best practices and not-so best practices from institutions of higher education, and will highlight A-typical technology integration.  Also covered will be planning considerations for those looking at implementing a Technology Enhanced Active Learning (TEAL) environment.


Blended Learning
Alejandro Rengifo, Steelcase Corporation

Blended learning is a topic educational entities are addressing in a variety of ways. Steelcase Education research has identified multiple trends and issues for consideration relative to the student and faculty member’s well being and learning success. Research insights and design principles are shared in the explorative ‘thought starter’ designs. Each addresses a design intent, as well as pedagogical and technology issues.



The Logic of Politics: Active Learning Strategies & Exercises
Leif Hoffmann, Assistant Professor of Political Science, Lewis and Clark State College

The presentation will briefly present a small cross-section of in-class activities and strategies that have been developed to teach some fundamental concepts – such as imperial presidency, why so much money in politics, mental maps – to students in introductory US politics and geography courses. The audiences will be encouraged to actively engage in these games and to reflect on how to create similar activities for concepts in their own classrooms.


What I’ve Learned from Flipping My Classroom
Dee Posey, Clinical Associate Professor of Psychology, Undergraduate Program Director, Department of Psychology, Washington State University

Dr. Posey will talk about the flipped classroom format and how she used it to teach statistics to psychology students. Also, she will review how she increased engagement through brief recorded lectures and doing other outside work, permitting class time to discuss other topics in more detail. Will talk about how students are constructing their own knowledge and learning through using, as opposed to her only lecturing, a passive, less effective form of learning. This presentation will focus on lessons learned when these changes were implemented in her classroom.


Guiding Students toward Independent Learning through Flipped Classrooms
Rachel Jameton, Professor of Chemistry, Director of Teaching-Learning Center, Lewis-Clark State College

As students advance in their disciplines, so too should they advance in their independent learning skills. Flipped classrooms, in their many variations, can be designed to foster independent learning at all levels. In this presentation, several types of flipped classroom models will be discussed, including those that offer the first year student more guidance and structure, and the more advanced student opportunity to solve new and complex problems.


Active Learning and Course-Based Undergraduate Research Experiences in Large Enrollment Classes:  Who Benefits and Why?
William B. Davis, Associate Professor, Associate Dean for Undergraduate Education, School of Molecular Biosciences, Washington State University


Bill Davis utilizes learn-before-lecture activities and students walk into the classroom prepared to take a quiz. This alerts him to what students know and don’t know. He also employs model-based learning and project-based laboratories. The result is a more dynamic learning environment that fosters dialogue and empowers students to ask questions. This presentation will address outcomes of implementing these strategies.




Figuring Out the Flip
Helen Joyner, Assistant Professor of Food Science, University of Idaho and
Samantha Gizerian, Clinical Assistant Professor and Associate Director of Undergraduate Studies, Neuroscience Program Advisor, Washington State University


In this workshop, participants will learn the basics about how to convert their course, or parts of their course, into a flipped format.  We’ll cover what the flip looks like, how to ensure students are prepared and cooperative, and what activities to incorporate in the classroom, and discuss how much flipping is beneficial and what to do when things don’t work out.




What is a TEAL Classroom and What Happens When You Build One?
Marilyn Lockhart, Associate Professor for Education, Director of Center for Faculty Excellence, Montana State University

Montana State University (MSU) launched two Technology Enhanced Active Learning (TEAL) classrooms during 2013 and built another in 2015.  Similar to other universities, the goal of our classrooms was to increase student engagement by creating a space that encouraged interaction and active learning and minimized faculty lecture time. Our results with the first two classrooms surpassed our expectations, with a twenty percent increase in student success in introductory statistics and mathematics and an overwhelming positive response from faculty. We learned new lessons with our third room. This session will provide information on how we got started, data collected through student and faculty assessments, and the challenges we have faced.  In order to showcase how the TEAL rooms are successfully used at MSU, the presentation will be conducted using active learning techniques and attendees will brainstorm the challenges and solutions to creating and maintaining active learning classrooms.  Attendees will learn about the ways the TEAL rooms benefit MSU outside of traditional classroom use as well as how instructing in TEAL is influencing teaching methods in other classrooms.  



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