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Campus Activities
In addition to the joint efforts of the cluster, cluster members on each campus have been busy working on local active pedagogies projects.
Work on Clayton State University campus has focused on active, collaborative, and problem-based learning faculty development project. The cluster members have developed a five-year model that incorporates training by expert consultants as well as peer-led and individual training.
The cluster members at Florida Atlantic Univesity have conducted two research projects on scholarly inquiry about active pedagogies" effects on classroom performance and student learning across the disciplines. The Department of Political Science has revised their curricula to strategically incorporate active learning methodologies. The cluster members at the Physics and Chemistry departments regularly provide training on active learning strategies to other faculty.
At Indiana State University cluster members have formed the Institute for Transforming Teacher Education that provides professional development in experientially-based pedagogies to ISU faculty. The cluster members have formed interdisciplinary faculty learning communities and hold workshops led by faculty experienced in inquiry-based pedagogies.
At Texas Tech University cluster members have held three campus-wide teaching and learning workshops on active and SoTL featuring Chuck Bonwell, Brian Coppala, and Pat Hutchings (also delivered a plenary on SoTL). Cluster members organize monthly campus-wide Spotlights on the Scholarship of Teaching and Learning focusing on scholarly approaches to active learning.
At the University of Massachusetts-Lowell cluster members were investigating the use of portfolios as an assessment tool. In the summer of 2004, they held a three-day workshop on assessment, rubrics, and portfolio development. In the fall of 2004, the members completed their projects, implemented plans, collected student input, and assessed the results. In the spring of 2005, the cluster members incorporated their outcomes and discussed the results at a campus-wide conversation dinner. In the summer of 2005, they ran another three-day workshop to introduce more faculty members to classroom assessment techniques.