Active Learning Pedagogy Support: Disciplinary faculty learning communities supported by Learning Assistants

Charles De Leone, California State University-San Marcos

Selected as a Rapid Talk at the NSEC 2016 National Conference

Program Activities Type

Journal Clubs/Brown Bags
Teaching Circles/Learning Communities

Program Components

Curriculum Development
Institutional Systems:Incentive/Reward Systems
Outreach:Inter-Institutional Collaboration
Professional Development:Pedagogical Training
Supporting Students:Academic Support

Target Audience

Non-tenure Track Faculty
Teaching/Learning Assistants
Tenured/Tenure-track Faculty

Program Point of Intervention

Major/Department

Program Description

The Active Learning Pedagogy Support (ALPS) program supports faculty development, course transformation, and cross-campus coordination by creating discipline-based faculty learning communities and supporting them with Learning Assistants. In ALPS, faculty groups are convened to (i) explore evidence based instructional practices, (ii) plan the implementation of such practices in participants' classes, and (iii) implement these practices with the help of undergraduate Learning Assistants. The ALPS program capitalizes on a wealth of proven curricular reforms while addressing challenges such as local adaptation, faculty development, and buy-in associated with implementation and sustainability. Furthermore, with the participation of faculty from neighboring two- and four- year institutions, ALPS promotes cross-campus coordination at the disciplinary or departmental level.

Initiated at California State University San Marcos (CSUSM) and Palomar Community College (Palomar), the project has supported ALPS cohorts in mathematics and chemistry. In addition to improving the student success rates in targeted classes, the ALPS faculty interactions have increased the cross-campus awareness of content and pedagogy in the classroom. This has resulted in more consistency in course curricula, some standardization of equipment, sharing of resources, and exploration of campus-specific active learning approaches.

The ALPS program was developed as part of the NSF-funded STEM Talent Expansion Program (STEP) project "Increasing STEM Talent through Regional Partnerships, Recruiting, and Retention," DUE-1068477.

Program Purpose

The ALPS program was designed to:

1) Increase the number of STEM graduates by reducing high DFW rates in some gateway science and mathematics courses that put students at risk of leaving STEM majors or increasing their time to degree.

2) Improve the pathway for STEM majors moving between neighboring two- and four-year institutions (Palomar and CSUSM) that serve the same geographic area, and share the goal of graduating more STEM students.

3) Broaden professional development participation to include lecturers, who make up an increasing proportion of teaching faculty at both two-year and four-year institutions, but who often receive little instructional support and thereby reduce discontinuities in instruction and curricular disparities.

The ALPS program incorporates faculty learning communities (FLCs), which typically consist of 6-15 faculty members and support professional development and course transformation (Miami-Ohio, 2015). In an FLC, faculty members engage in an active, collaborative program with frequent seminars and activities and a curriculum focused on enhancing teaching and learning. The FLC provides professional development in the areas of the scholarship of teaching and learning and community building. Evidence shows that FLCs increase faculty interest in teaching and learning and provide support to change longstanding instructional practices (Emerson, 2000; Sawada et al., 2002). By expanding the FLC to include faculty from both campuses the approach also aimed to increase cross-campus awareness of content and pedagogy, ultimately reducing the barriers for students transferring in STEM between institutions.

In ALPS, a Learning Assistant (LA) program supports faculty in implementing innovative instructional practices or course transformation. In an LA program, undergraduate Learning Assistants (LAs) assist faculty in class, meet regularly with the course instructor, and participate in a weekly seminar on teaching and learning, which provides guidance on effective instruction and an opportunity to reflect on their experiences in the classroom (Otero 2006, 2010). The LA program promotes course transformation, improved student learning, and teacher recruitment.

Program Goals

The overall objective of the ALPS program is to increase the retention, and thereby graduation rates, of STEM students at both campuses via faculty professional development and course transformation. Through the formation of discipline‐based faculty learning communities, the program (i) explores evidence‐based instructional practices, (ii) plans the implementation of such practices in participants' classes, and (iii) implements these practices with the help of undergraduate Learning Assistants (LAs).

By including faculty from neighboring two- and four-year institutions, the ALPS program also aims to foster collaboration between community colleges and universities and to provide instructional support for both tenure track and lecturer faculty.

Program Activities

In Spring 2012, we formed an introductory chemistry ALPS team with 10 self-selected faculty, including eight members from CSUSM and two from Palomar College. The team was led by the chair of the CSUSM chemistry department and included the chair of the Palomar College chemistry department. The group included a mix of tenure-track faculty and lecturers. All participants received a modest stipend (approximately $1500) in return for a two-semester commitment to attend the group meetings and implement active learning strategies in at least one course. The chemistry chair was responsible for scheduling the meetings, soliciting topics of interest from group members, and facilitating the group discussions.

The chemistry group convened bi‐weekly to explore and develop evidence‐based curricular modifications. They identified a number of possibilities, including active learning techniques (such as the use of personal response systems), homework modifications (including on‐line homework), peer instruction, and placement/advising exams. In Fall 2012, we leveraged the existing CSUSM LA program to support the participating chemistry faculty as they implemented their course modifications.

A mathematics ALPS group was formed in the Fall 2012. This group consisted of six CSUSM faculty and two Palomar College faculty. The team was led by a CSUSM professor, and the participants included the chair of the CSUSM math department. The group met bi‐weekly during Fall 2012 and Spring 2013 to discuss evidence‐based instructional techniques. During this time, group members developed and piloted active‐learning based interventions for historically difficult mathematics topics. The interventions were implemented in calculus and pre‐calculus courses on both campuses with the support of LAs.

The mathematics ALPS group was particularly proactive, and the members continued to meet beyond the initial yearlong obligation. In Spring 2014, a cross-campus sub-group of math faculty formed a lesson study team to explore possible changes in the pre-calculus (MATH 125) and Calculus I (MATH 160) curricula. The impact of modified lessons was evaluated through student feedback and observations by the ALPS faculty and learning assistants. The math ALPS group also brought in a math education researcher from the Center for Research in Mathematics and Science Education at San Diego State University to talk about his research on pedagogical strategies in college calculus.

Modest stipends were provided for the ALPS participants, as well as food at the team meetings. CSUSM had an existing LA program that could support the ALPS program. The faculty groups needed an initial convener and logistic support, however the team leaders were able to take over these tasks. Funds were also used for guest speakers and testing supplies.

Notes and Tips

Some FLCs use a facilitator, whereas ALPS used team leaders from within the group. This reflects an emphasis on faculty ownership and a developmental process rather than an externally directed, outcome-focused orientation. In our experience, the ALPS groups were most successful and sustainable when participants were genuinely invested in the discussion topics. When team members took ownership of the activities, the group persisted over time and required less support from the project directors.

The team leader can also influence the group dynamics and persistence. An organized and enthusiastic leader who has some knowledge/experience with active learning strategies is ideal. Personal invitations to prospective leaders can be more effective and efficient than letting the group select a leader.

Support from the LA program mitigated some of the practical concerns with implementing active-learning strategies in their classes. This helped faculty transition from abstract discussions with colleagues to actual classroom practices.

Modest stipends effectively incentivized faculty participation. The stipend should be large enough to convey respect, but not so big that it becomes the primary motivation for participation.

Evidence of Success

Members of both ALPS groups were given a version of the Participant Assessment of Learning Gains survey (Sirum & Madigan, 2010). This online questionnaire asked the participants to evaluate the extent to which the ALPS activities impacted their professional learning, their access to teaching resources, and their skill development. The results indicate that faculty found the experience to be quite valuable, and all participants expressed interest and willingness to participate in future pedagogy working groups. In particular, faculty valued the collaborative atmosphere of the working groups; the chance to share perspectives and knowledge with colleagues; and the discussions about effective teaching strategies that could enhance students' learning outcomes.

DFW rates and other student outcomes provide possible evidence for the effectiveness of the ALPS program. For instance, pass rates for MATH 160 improved from 43% in 2010 to 63% in 2013, but the greater availability of tutoring and other support initiatives may also have contributed to this outcome. Although student survey responses indicate that the curricular modifications and the interaction with the LAs have contributed to improved affect and increased content knowledge in the introductory calculus courses, it is impossible to solely attribute any improvements in passing rates to the ALPS project and the LA program. Nonetheless, students appreciate the interactive class format, and they welcome the opportunities to work on problems with peers during class. University officials also recognize the potential of active learning, and a lecturer from the ALPS group recently received the President's Outstanding Faculty Award.

One participant, a CSUSM adjunct professor who enthusiastically embraced active learning an the LA program philosophy, applied the knowledge he gained from the ALPS discussions to his introductory calculus courses, resulting in significant curricular changes and improved student outcomes. With the support of his LAs, the professor explored various interactive learning strategies including clickers, flipped classrooms, and small group problem-solving.

Future Work

References and Accessory Materials

Emerson JD, Mosteller F. (2000) Development programs for college faculty: Preparing for the twenty- first century. In: Branch RM, Fitzgerald MA, editors. Englewood, CO: Libraries Unlimited, Inc. pp. 26- 42.

Miami-Ohio. (2015). Developing Faculty and Professional Learning Communities (FLCs): Communities of Practice in Higher Education. Retrieved January 11, 2015, from http://www.units.miamioh.edu/flc/index.php

Otero, V. K., Finkelstein, N., McCray, R., & Pollock, S. (2006). Who Is Responsible for Preparing Science Teachers? Science, 313 (5786), 445-446. 


Otero, V. K., Pollock S., & Finkelstein, N. (2010). A physics department's role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78 (11), 1218-1224. 


Sawada D, Piburn MD, Judson E, Turley J, Falconer K, et al. (2002) Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics 102: 245-253.

Sirum, K.L., Madigan, D. (2010). Assessing how science faculty learning communities promote scientific teaching. Biochemistry and Molecular Biology Education 38 (3): 197-206.