Search for: All records

This chapter focuses on accessible active learning (AL) strategies that promote equitable and effective student-centered instruction for higher education. Although there is not a consensus definition of AL across disciplines, principles of AL include attention to student engagement with content, peer-to-peer interactions, instructor uses of student thinking, and instructor attention to equity. A variety of AL strategies vary in complexity, time, and resources, and instructors can build up repertoires of such teaching practices. The field needs cultural change that moves away from lecture and toward AL and student engagement as the norm for equitable and effective teaching. Although such cultural change needs to include instructor professional learning about AL strategies, it also needs attention to collective beliefs, power dynamics, and structures that support (or inhibit) equitable AL implementation. This chapter provides frameworks for sustainable change to using AL in higher education, as well as research-based findings around which AL strategies are easy on-ramps for novice instructors. This chapter also provides a few specific examples of structures that support AL—course coordination and peer mentoring—and provides questions one may pose in attempting to spur cultural change that centers AL.