If these questions appeal to
you and feel relevant, you might enjoy this mini-workshop on active learning.
Our goal is to keep it simple and introduce a few active and cooperative
learning exercises that work (and let participants share some that worked for
them) so you can break up long lectures and see if students understood what you
just taught them. In addition to lecture, the introduction of active learning,
i.e. “inquiry,” into the classroom laboratory will be discussed with
corresponding data of student learning gains.
(This workshop was first given in 2011-12, and is back by popular demand!)
Douglas B. Luckie is an Associate Professor jointly appointed in the Lyman Briggs Residential College and in the Department of Physiology at Michigan State University. He received his Ph.D. at the University of Virginia in Molecular Physiology and completed his postdoctoral studies at Stanford University in Human Biology. He is director of the MSU Cystic Fibrosis Research Lab and STEM Learning Lab. His research groups pursue both discipline-based physiology research into pH abnormalities and invasive pathogens in the disease, cystic fibrosis, as well as scholarship into the use of visual models, interdisciplinary discourse and inquiry laboratories to increase student higher-level learning in the sciences.
Luckie D.B., Aubry J.R., Rivkin A.M., Marengo B.J., Foos L.A. and J.J. Maleszewski (2012) Less teaching, more learning: A 10-year study supports increases in inquiry alongside decreases in “coverage” yield steady gains in student learning of science. Advances in Physiology Education. (submitted 12/2011).
Luckie D., Harrison S.H. and Ebert-May D. (2011) Model Based Reasoning: Creating Visual Tools to Reveal Student Learning, Advances in Physiology Education, 35(1): 59‐67.