What is active learning? Does it work? If so, how can I introduce some active learning exercises into my lecture without losing too much time (and my mind)?

What is Active Learning? Does it work? If so, how can I introduce some active learning exercises into my lecture without losing too much time (and my mind)?

Presented by Dr. Doug Luckie

Wednesday, March 18, 2015 11:30 - 1:30

1425 Biomedical Physical Sciences Building

Lunch Provided

Abstract 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.

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 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 discipline-based education research (DBER) into the use of visual models, interdisciplinary discourse and inquiry laboratories to increase student higher-level learning in the sciences.

Recent scholarship:

D.B. Luckie, A.M. Rivkin, J.R. Aubry, B.J. Marengo, L.R. Creech, R.D. Sweeder (2013) Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance. CBE-Life Sciences Educ, 12(3): 515-529.

D.B. Luckie, J.R. Aubry, A.M. Rivkin, B.J. Marengo, L.A. Foos 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 36: 325–335. *Selected as “Editor’s Pick”

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.

D.B. Luckie, M.E. Krouse (2012) Cystic Fibrosis: Does CFTR Malfunction Alter pH Malfunction? Genetic Disorders (12): 319-344.

Haenisch M.D., Ciche T.A. and D.B. Luckie (2010) Pseudomonas or LPS exposure alters CFTR iodide efflux in 2WT2 epithelial cells with time and dose dependence. Biochem Biophys Res Commun., 394: 4, 1087-1092.

Video of the Session