An Institutional Approach to Promoting Active Learning: Impacts on Instructional Practices and Student Outcomes

• In Event: AERA Poster Session 1
  In Poster Session: Division J Poster Session: College Student Success

Abstract

Active learning instructional practices have been heavily promoted in higher education, yet implementation has not occurred on a broad scale. To address this, the University of California, Irvine developed the Anteater Learning Pavilion, an active-learning classroom building, and the Active Learning Institute (ALI), a professional development series for instructors across campus. In this study, we aim to identify the impact of these interventions. From our analyses, we found that participation in the ALI positively correlated with active learning instruction. In terms of student outcomes, enrollment in an active course did not disproportionately benefit underrepresented students’ grades. However, we did find that active learning correlated with increased social context scores and decreased task value in regard to the course material.

Authors

• Ashley Nicole Harlow, University of California - Irvine

• Brian Sato, University of California - Irvine

• Mathew Williams, University of California - Irvine

• Adrienne Williams, University of California - Irvine

• Kameron Denaro, University of California - Irvine