Active Learning for Increased Inclusivity

Where: virtual workshops

When: September 25 and October 9, 10:00 AM - noon

Who: Any Science faculty who wish to build a "toolbox" of quick (easy!) active learning strategies and gain insight into the link between active learning and increased classroom inclusivity. This workshop will be a great introduction if you are new to active learning and will lend valuable perspective and insight if you are already experienced with active learning.

Workshop Goals

  • Improve student engagement and classroom inclusivity by increasing the use of active learning strategies
  • Reduce the practical challenges associated with faculty implementation of these strategies - make it easy!
  • Grow our community of practice within geology, within HCC, and within the broader regional community

Workshop Description

Are you concerned about student engagement, success and retention in your classes? Do you wish to increase inclusivity and reduce achievement gaps? Active learning is a powerful tool to accomplish these goals; evidence supports active learning as a best practice to increase engagement of all students, reduce learning gaps in minority student populations, and improve outcomes. This is especially true for STEM disciplines. In this workshop, we will explore some active learning techniques with a specific focus on those are easy to implement and require low preparation and class time overhead. This workshop is divided into two sessions: first, an exploration of ready-to-implement active learning strategies followed a few weeks later by a deeper dive into adapting these techniques for online classes.

Workshop Conveners

  • Lorraine Carey & Robin Nagy (HCC Geology faculty & NSF SAGE 2YC Change Agents)

If you would like further information about the workshop, please contact robin.nagy@hccs.edu

This workshop is part of the Supporting and Advancing Geoscience in Two-Year Colleges: Faculty as Change Agents project and is supported by the National Science Foundation Division of Undergraduate Education through grants DUE 1525593, 1524605, 1524623, and 1524800.

Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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