Educational research shows that active learning increases student comprehension and retention in STEM fields when compared with traditional lecturing. Active learning can be broadly defined as engaging students in the process of learning through activities and/or discussion in class, as opposed to passive listening to an expert. It emphasizes higher order thinking and often involves group work. Several strategies for engaging students in a large general chemistry class at Indiana University will be described. Students use their own electronic devices to respond to a variety of questions in class using Learning Catalytics. Real-time assessment of student understanding allows the lesson to be adapted and creates a highly engaging environment. The interactive nature of a typical class will be demonstrated in video clips and through data collected using the classroom observation protocol for undergraduate STEM (COPUS). In discussion sections led by teaching assistants, Learning Catalytics is used to deliver team-based quizzes where students answer questions individually prior to working in a group. Portable whiteboards have greatly enhanced the collaborative aspect of the team-based problem solving. Student performance in sections using active learning will be compared with sections using more traditional lecture-based instruction.<br/>

Strategies to promote active learning in a large general chemistry course

255th National Meeting (2018)

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