While Active Learning Classrooms, or ALCs, offer rich new environments for learning, they present many new challenges to faculty because, among other things, they eliminate the room's central focal point and disrupt the conventional seating plan to which faculty and students have become accustomed.The importance of learning how to use these classrooms well and to capitalize on their special features is paramount. The potential they represent can be realized only when they facilitate improved learning outcomes and engage students in the learning process in a manner different from traditional classrooms and lecture halls.This book provides an introduction to ALCs, briefly covering their history and then synthesizing the research on these spaces to provide faculty with empirically based, practical guidance on how to use these unfamiliar spaces effectively. Among the questions this book addresses are: - How can instructors mitigate the apparent lack of a central focal point in the space?- What types of learning activities work well in the ALCs and take advantage of the affordances of the room?- How can teachers address familiar classroom-management challenges in these unfamiliar spaces?- If assessment and rapid feedback are critical in active learning, how do they work in a room filled with circular tables and no central focus point?- How do instructors balance group learning with the needs of the larger class?- How can students be held accountable when many will necessarily have their backs facing the instructor?- How can instructors evaluate the effectiveness of their teaching in these spaces?This book is intended for faculty preparing to teach in or already working in this new classroom environment; for administrators planning to create ALCs or experimenting with provisionally designed rooms; and for faculty developers helping teachers transition to using these new spaces.
Paul Baepler serves as a Research Fellow in the Center for Educational Innovation (CEI) at the University of Minnesota. His role is to investigate the efficacy of educational innovations in the classroom and elsewhere in higher education. Paul earned his Ph.D. in American literature and his book, White Slaves, African Masters, (U of Chicago Press, 1999) explores the little-known Barbary captivity narrative. His work has appeared in a variety of journals including Computers and Education, the Journal of College Science Teaching, EDUCAUSE Quarterly, the Journal of Faculty Development, and The New England Quarterly. Along with Brooks and Walker of this volume, he co-edited the Active Learning Spaces volume (#137) of New Directions for Teaching and Learning. Previously at the University, he worked at the Center for Teaching and Learning and the Digital Media Center; and he is the faculty director for test preparation in the College of Continuing Education. J. D. Walker is a Research Associate in the Center for Educational Innovation (CEI) at the University of Minnesota, where his work focuses on investigating the impact of digital technologies and other educational innovations on student learning outcomes in higher education, as well as on student engagement and the faculty teaching experience. In collaboration with CEI and faculty colleagues, he has conducted studies of the effectiveness of new, technology-enhanced classroom spaces; flipped and blended-format classes; multimedia and mobile technologies; classes delivered as MOOCs; and the social context of teaching and learning. Walker earned his Ph.D. in Philosophy from the University of North Carolina at Chapel Hill in 1996, and he taught as a faculty member at the University of Minnesota - Duluth, the University of Pennsylvania, and Franklin and Marshall College. He earned a Master of Arts degree in Quantitative Methods in Education from the Department of Educational Psychology at the University of Minnesot
