Experience Matters: The Impact of Active Learning Classrooms on Instructor Teaching Philosophy

Does teaching in an active learning classroom (ALC) change one's teaching philosophy? If so, does one become more traditionalist and instructor-focused or more constructivist and student-focused? Does prior experience, discipline, classroom size, course level, or other demographic characteristics mitigate or moderate these results? The quasi-experimental design of 50 instructors teaching in ALCs at the University of Minnesota highlighted in this poster will attempt to answer those questions and more.

OUTCOMES: Understand whether the type of classroom you teach in changes your attitudes, beliefs, and values about teaching and learning * Understand how prior experience in ALCs shapes teaching philosophy * Understand how to design a study to assess the impact of space on attitudes, values, and beliefs