Engaging colleagues in active learning pedagogies through mentoring and co-design

Rhys Adams; Kevin Lenton

doi:10.1117/12.2266663

16 August 2017 Engaging colleagues in active learning pedagogies through mentoring and co-design

Rhys Adams, Kevin Lenton

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Proceedings Volume 10452, 14th Conference on Education and Training in Optics and Photonics: ETOP 2017; 104522D (2017) https://doi.org/10.1117/12.2266663
Event: 14th Conference on Education and Training in Optics and Photonics, ETOP 2017, 2017, Hangzhou, China

Abstract

When implemented correctly, active learning pedagogies increase student engagement with discipline content. In addition, there is accumulating evidence that they also positively impact the learning of this content. This is particularly relevant for teaching science disciplines because many students perceive science as being difficult to fully understand. However, an ongoing problem is that instructors have difficulty implementing active learning pedagogies effectively and therefore see no benefit to it. Without persistence or guidance, instructors can become discouraged and return to a more traditional style of teaching. We report on how the Faculty of Science at Vanier College is getting more instructors to engage in active learning pedagogies through mentoring and activity co-design.

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Rhys Adams and Kevin Lenton "Engaging colleagues in active learning pedagogies through mentoring and co-design", Proc. SPIE 10452, 14th Conference on Education and Training in Optics and Photonics: ETOP 2017, 104522D (16 August 2017); https://doi.org/10.1117/12.2266663

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