Using Active Learning Techniques

QT4: Course Redesign with the Student In Mind

Bridget Mueller: UHD Lecturer of Arts and Communications Co-presenter: Manuel Fernandez, Instructional Designer, University of St. Thomas

Faculty are often inundated with the latest buzzwords on student engagement such as inclusivity, OER, and accessibility. How do we make sure that our focus is on maximizing the student learning experience? With our upcoming changes in technology here at UHD, now is the time to consider course redesign with the student in mind. In this session, we will demonstrate our process of redesigning a core course with multiple instructors to engage learners in an online asynchronous model. Learn how we enacted a collaborative partnership with UHD’s Bb Learn Team, an Instructional Designer, the CTLE, and the ITV Department to redesign the course from the ground up. We successfully introduced innovative technology, built closereading activities, discussion boards, implemented OER resources, and designed a welcoming environment and presentation template for each learning module. We will discuss the benefits of our course design, focusing on the needs of our students and real-life applications in the communities where they reside.

QT5: Teaching Mathematics through Inquiry in a Steelcase Active Learning Classroom

Timothy Redl: UHD Professor of Mathematics and CTLE Teaching Fellow Co-presenters: Judith Quander, Associate Professor of Mathematics; and Joyce Hallaway, Lecturer of Mathematics

In June 2020, the University of Houston-Downtown was one of only four schools to be awarded an Active Learning Center Grant from the approximately 400 schools that applied. Through this grant, UHD was provided with installation of a Steelcase Active Learning Classroom (ALC) valued at $82,000. The ALC accommodates math faculty implementing an active learning strategy called Inquiry-Based Learning (IBL). According to the American Mathematical Society, IBL is “a form of active learning in which students are given a carefully scaffolded sequence of mathematical tasks and are asked to solve and make sense of them, working individually or in groups”. With this approach, student discovery and collaboration are at the center of the learning process, with the instructor taking on the role of facilitator. In this QuickTalk session, we will introduce participants to some key components of the ALC, elaborate on the project research questions, and invite participants to share ways in which an ALC can benefit faculty and students in mathematics courses, as well as courses in other disciplines, all the while creating a more inclusive teaching and learning environment for all. QT6: I3D-TC: 3D Makers Enhance Teaching to Engage Learners in Natural Science

Courtney Standlee: UHD Assistant Professor of Biology Co-presenters: Sarah Heinlein, Assistant Professor of Geology; and Jeffery Martz, Associate Professor of Geology

Our interdisciplinary group of faculty has different interests and intentions for the possibilities of 3D printing. The potential outcomes of the Integrative Three Dimensional – Teaching Circle (I3D-TC) include student learning improved by enhancing their understanding of the content. The student will be using active learning while considering the Three Dimensional (3D) physical space of an object to connect with the subject matter from the written text or lectures. I3D-TC will share their insight into what we have learned in trying to establish the use of a new 3D printer in the Natural Sciences Department. Attendees will engage in backward design to envision using 3D printing in a target course or discipline. We will engage the audience with the aim to tackle the questions below. 1. How can we generate the opportunity for students to be curious and ask questions in each course, given a chance to engage with the subject matter via 3D models? 2. How can we develop opportunities for students and faculty to acquire skills to translate 2D concepts/ content to 3D figures in the classroom? This session will be used to envision discipline-specific uses of 3D models to form exemplary teaching and learning practices.