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Does the Physical Active Learning Classroom Matter? Faculty Experiences Practicing Active Learning During an Era of Rapid Transformation in Higher Education
Title
Does the Physical Active Learning Classroom Matter? Faculty Experiences Practicing Active Learning During an Era of Rapid Transformation in Higher Education
Author
Keith-Le, Julie
Date Created
2023
Subjects--Topical
Education, Higher--Administration, Educational technology, Instructional systems--Design
Description
Student-centered active learning strategies have been found to have a positive impact on student learning outcomes when compared to courses using traditional lecture methods in higher education. The practice of active learning is strongly linked t...
Improving Performance in Thermodynamics: Integrating Learning by Teaching Pedagogy
Title
Improving Performance in Thermodynamics: Integrating Learning by Teaching Pedagogy
Author
Campagni, Jamie
Date Created
2015
Subjects--Topical
Engineering, Education
Description
Historically, Thermo is perceived to be the most challenging course in the MET Curriculum at UNC Charlotte. The complexity and difficulties of this course have contributed to the some of the highest DFW rates compared to any other courses offered ...
Scaffolding Reflective Practice with an Ecology of Data-Driven Reflection Support Tools
Title
Scaffolding Reflective Practice with an Ecology of Data-Driven Reflection Support Tools
Author
MacNeil, Stephen
Date Created
2019
Subjects--Topical
Computer science, Education, Psychology
Description
Reflection is a process of converting experience into understanding. Through the process of reflection, students actively engage in sense-making around an experience; situating it within their existing experiences, beliefs, and knowledge. Though m...
The Impact of Socialization on Collaborative Group Work: A Ritual Perspective
Title
The Impact of Socialization on Collaborative Group Work: A Ritual Perspective
Author
Maximov, Noah
Date Created
2016
Subjects--Topical
Education, Ethnology
Description
In this thesis, I explore how classroom processes in the active learning classrooms at UNC Charlotte impact group collaboration. Using an analysis that draws on ideas from Robbie Davis-Floyd, Richard Quantz and Peter Magolda, I argue that the proc...