Problem Statement: Addressing fragmented active and applied learning practices across our campus, we aim to establish a systematic approach for documenting, assessing, and promoting these practices institution-wide.

Introduction

In the dynamic landscape of higher education, the imperative to cultivate active and applied learning experiences has become increasingly paramount. Research consistently demonstrates that active learning methods not only enhance students' understanding and retention of course material but also foster critical thinking skills and deeper engagement with the subject matter. In contrast to passive learning approaches, such as traditional lectures, active learning empowers students to take an active role in their education, promoting a deeper understanding of concepts and better preparation for real-world challenges. Despite these proven benefits, our institution grapples with fragmented practices, hindering the realization of active learning's full potential. This paper endeavors to address this challenge by establishing a systematic approach for documenting, assessing, and promoting active and applied learning practices institution-wide.

The disparity in active and applied learning initiatives across academic departments undermines student success. By recognizing this challenge as an opportunity for transformative change, we aspire to lay the groundwork for culture based on active learning. Through surveys, teamwork, support and strategic promotion, we seek to empower both students and educators to embrace active and applied learning as foundational pillars of our academic community.

The goal is to create a culture where active engagement and real-world application are not just supplementary components but rather integral elements of the educational journey, ultimately enriching the learning experience and preparing students for success in an ever-evolving world.

Relevant Literature Review

Active learning is the practice of prompting students to participate in activities that compel them to contemplate ideas and assess how they apply those ideas (Linton, Pangle, Wyatt, Powell, and Sherwood, 2014). Active learning goes beyond mere hands-on experience (Kaymak, 2020). The activity should be purposefully designed to involve students in a specific learning activity (Kaymak, 2020). Active learning enhances comprehension and adds to fresh insights regarding theory, practice, and processes being taught in the classroom (Zuber-Skerritt, and Wood, 2019). It has been proven to help increase student success in learning (Kazmagambet, Ibraimova, and Kaymak, 2020) (Schettig, Kelly, Ernst, and Clark, 2023) (Kosslyn, 2021). Active learning can effectively diminish and even eliminate achievement gaps, especially among individuals with disadvantaged educational backgrounds. (CUNY, 2022) (Dewsbury, Swanson, and Moseman-Valtierra, 2022).

Some examples of active learning are group discussions, pure assessment, writing to learn, problem-based learning, case studies, simulations, role-playing, and inquiry-based projects (Linton, Pangle, Wyatt, Powell, and Sherwood, 2014). Technology can be infused with active learning to create innovative ways for students to learn such as creating an online wiki, using social media, blogging, creating and using video, podcasts, games, and webinars (Zureck, 2021). In 2019, 76% of US Colleges and universities provided some sort of active learning classroom (Khamitova, 2022). How many of the activities are actually active learning in the classroom? One study done in college classrooms suggested the perception is that there is more active learning occurring in classrooms than there really is (Sheridan and Smith, 2020). The study showed that active learning was much lower than originally thought with traditional methods such as lecture still being the overwhelming used methodology to teach (Sheridan and Smith, 2020). The average teacher uses lecture 89% of the time (Sheridan and Smith, 2020). Institutions and researchers even struggle with defining what active learning is (Dewsbury, Swanson, and Moseman-Valtierra, 2022).

Data Examined

In confronting the challenges of integrating active learning into higher education, the discrepancy between its proven benefits and its limited adoption by faculty is striking (Waldrop, 2015). Statistics indicate that the average teacher incorporates active learning techniques a mere 11% of the time, highlighting a significant gap between theory and practice (Sheridan and Smith, 2020). Despite the existence of pockets of innovation driven by individual faculty members, broader institutional change remains elusive (Waldrop, 2015).

Research underscores the positive correlation between active learning and academic achievement, with students experiencing on average a 20% increase in grades compared to traditional lecture-based approaches (Waldrop, 2015). The acknowledgment of these benefits is mirrored in the findings of a survey conducted at Galveston College, where nearly all respondents affirmed that active learning improves the learning experience, with 44.44% attributing significant value to its impact.

However, the transition towards active learning encounters resistance, particularly from faculty accustomed to traditional lecture formats. Concerns about the increased preparation time required for active learning activities compound this reluctance (Waldrop, 2015). Insufficient training, time constraints, and ineffective incentives emerge as formidable barriers, hindering faculty members' willingness to embrace change (Brownell and Tanner, 2012). In a survey at Galveston College all faculty believed time constraints played a factor in blocking them from creating active learning in the classroom and 55.5% felt incentives were ineffective.

Addressing these barriers necessitates a multifaceted approach that acknowledges the interplay between institutional culture and individual motivations. Cultural shifts are reinforced by consistency (AVI Systems, 2020). Therefore, fostering a culture that values and prioritizes active learning demands steadfast commitment and sustained efforts to overcome ingrained practices and incentivize meaningful change.

Proposed Changes/Reforms

Addressing fragmented active and applied learning practices across our campus requires a comprehensive and systematic approach that fosters cultural change and empowers faculty and staff to embrace active learning as foundational to our educational mission. The proposed changes and reforms outlined below aim to establish a cohesive framework for documenting, assessing, and promoting active learning practices institution-wide.

It's imperative to define what active learning entails within our institution. Active learning encompasses a spectrum of pedagogical strategies that engage students in meaningful learning experiences, such as collaborative projects, problem-solving activities, and hands-on simulations. Show faculty and staff data that show the success of active learning and how imperative it is that we implement it in the classroom and training.

To gauge the current state of active learning implementation and identify potential barriers, a survey must be created and distributed to faculty and staff. This survey will not only assess the extent to which active learning is utilized in teaching and training but also delve into factors inhibiting its adoption, such as time constraints, lack of training, and resistance to change.

The results of the survey will serve as a baseline for improvement, informing the development of strategies to cultivate cultural change and support active learning initiatives. Establishing a dedicated team or committee comprised of diverse stakeholders will be crucial in leading this effort, ensuring that feedback from faculty and staff is integrated into the decision-making process.

With a clear understanding of the current landscape and identified barriers, efforts to cultivate cultural change will commence. Initiatives may include integrating active learning into convocation activities, providing tailored trainings and resources based on survey findings, and showcasing success stories from faculty who excel in active learning practices. Importantly, this approach will prioritize collaboration and creativity, fostering an environment where faculty feel empowered to explore and implement innovative teaching methods.

Barriers identified during the survey process will be addressed through targeted interventions. This may involve providing faculty and staff with release time to develop active learning materials, offering stipends or other incentives to incentivize participation, and establishing support roles dedicated to facilitating active learning development.

Setting realistic goals for faculty and staff to gradually transition towards active learning practices will be essential. By providing support and guidance, individuals will be empowered to measure their progress and report to a designated team responsible for tracking success. Recognizing that change takes time, this approach will allow for gradual adaptation and acknowledge the diverse needs and experiences of faculty and staff.

Celebrating the successes of faculty and staff who embrace active learning will be integral to sustaining momentum and fostering a culture of continuous improvement. Regular recognition and acknowledgment of achievements will reinforce the value of active learning and inspire others to follow suit.

At the conclusion of the academic year, another survey will be conducted to assess progress and gather feedback. This data will inform future initiatives and provide insights into areas requiring further attention. Let the campus see the collected data on active learning and let the data tell the story. Remember improvements and implementation will take time. The focus on active learning must persist, with ongoing trainings, support mechanisms, and dissemination of success stories serving to reinforce the gradual shift towards a more student-centered educational paradigm.

The proposed changes and reforms outlined above offer a holistic approach to addressing fragmented active and applied learning practices across our campus. By prioritizing cultural change, providing targeted support, and celebrating successes, we aim to cultivate an environment where active learning flourishes and students thrive.

Implementation Challenges

As the team begins to implement the proposed changes aimed at addressing fragmented active and applied learning practices across our campus, several challenges and issues are likely to emerge. These challenges may encompass various aspects, including funding constraints, resistance to change from key stakeholders, and logistical hurdles. However, by adopting proactive strategies and fostering open communication, these challenges can be effectively mitigated.

One of the primary challenges that may arise is securing sufficient funding to support the implementation of active learning initiatives. Integrating active learning into the fabric of our institution may require investments in resources, such as training programs, technology infrastructure, and incentives for faculty and staff. However, in an environment of competing budgetary priorities, obtaining the necessary funds can be challenging.

To address this issue, the team can explore alternative funding sources, such as grants from external organizations or partnerships with industry stakeholders interested in supporting innovative education initiatives. Additionally, advocating for reallocation of existing funds within the institution to prioritize active learning efforts can be an effective strategy. By clearly articulating the potential benefits of active learning in terms of improved student outcomes and institutional reputation, the team can garner support from senior leadership and other decision-makers.

Another significant challenge is obtaining buy-in from key stakeholders, including faculty, staff, and administrators, who may be resistant to change or skeptical of the value of active learning. Resistance to change often stems from fear of the unknown, concerns about increased workload, or entrenched beliefs in traditional teaching methods. Overcoming this resistance requires a concerted effort to engage stakeholders in dialogue, address their concerns, and demonstrate the tangible benefits of active learning.

One approach to mitigate resistance is to provide evidence-based research demonstrating the effectiveness of active learning in improving student engagement, retention, and learning outcomes. Additionally, offering professional development opportunities, such as workshops and seminars, can equip faculty and staff with the necessary skills and knowledge to successfully integrate active learning into their teaching practices. Furthermore, creating a supportive community where faculty can share best practices, seek guidance, and receive feedback can help build confidence and enthusiasm for active learning initiatives.

Logistical challenges, such as scheduling conflicts and resource limitations, may also hinder the implementation of active learning strategies. For example, finding suitable times and spaces for collaborative activities or securing access to technology and materials may pose logistical hurdles. To address these challenges, the team can work closely with academic departments and administrative units to streamline processes, identify available resources, and coordinate scheduling efforts.

Additionally, leveraging technology to facilitate active learning can help overcome logistical barriers by providing flexible and scalable solutions. Virtual collaboration tools, online learning platforms, and interactive multimedia resources can enhance the accessibility and effectiveness of active learning activities, particularly in blended or remote learning environments.

While implementing changes to address fragmented active and applied learning practices may present various challenges, proactive strategies and collaborative approaches can help mitigate these issues effectively. By securing funding, obtaining buy-in from key stakeholders, and addressing logistical hurdles, the team can pave the way for successful integration of active learning across our institution, ultimately enhancing the educational experience and outcomes for students. Remember data throughout the process will be key to success in convincing others to join and the measure whether or not we are staying on track.

Conclusion

The journey towards embracing active learning as a cornerstone of our educational mission is pivotal for fostering student success and preparing them for the challenges of tomorrow. By leveraging data-driven approaches we can convince our teams active learning is important for student success, gauge progress, identify areas for improvement, and measure the impact of our efforts on student outcomes. Cultivating a culture of support and dialogue is essential for nurturing innovation and collaboration among faculty, staff, and students which fosters a community where active learning thrives. Recognizing and spotlighting the achievements of those who excel in developing active learning initiatives not only inspires others but also reinforces the value of these pedagogical practices. Providing the necessary resources and support is paramount in overcoming barriers and ensuring equitable access to opportunities for all. Through collective effort and unwavering commitment, we can create an educational environment where active learning is not just a strategy but a way of life, empowering students to reach their full potential and succeed in an ever-evolving world.

Works Cited

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