Instructor Perception of Incorporating Active Learning in College of Agriculture Classrooms

Elizabeth Karcher; Daniel Guberman; Emily Bonem; John Lumkes

doi:10.20343/teachlearninqu.10.36

Authors

Elizabeth Karcher Purdue University https://orcid.org/0000-0002-1432-2727
Daniel Guberman Purdue University https://orcid.org/0000-0002-2669-3197
Emily Bonem Purdue University https://orcid.org/0000-0002-1919-3143
John Lumkes Purdue University https://orcid.org/0000-0001-7697-1565

DOI:

https://doi.org/10.20343/teachlearninqu.10.36

Keywords:

active learning, motivation, instructor, Faculty Learning Community

Abstract

Significant numbers of studies declare the effectiveness of “active learning” and numerous universities develop programs to support the incorporation of active learning methods, yet despite various incentives, adoption is met with resistance. This work shares the results of a study of instructor perceptions about active learning at a large research university in the United States. Instructor motivation, perceptions of competence and autonomy (related to colleagues and administrators), experience in training programs, as well as actual practices were explored with regard to active learning. Drawing on self-determination theory, this exploratory study will help universities in developing strategies for increasing the adoption of evidence-based teaching practices. Our results suggest that the work climate related to colleagues, gender, and participation in a Faculty Learning Community influenced both the implementation and motivation to implement active learning in the classroom.

Author Biographies

Elizabeth Karcher, Purdue University

Elizabeth Karcher is an associate professor and undergraduate programs coordinator in the Department of Animal Sciences at Purdue University in West Lafayette, IN (USA). Her research in teaching and learning focuses on developing innovative experiential learning platforms that enhance student interest in food animal production, enhance learning, and develop intercultural competencies.

Daniel Guberman, Purdue University

Daniel Guberman (PhD), is a senior instructional developer at Purdue University’s Center for Instructional Excellence (USA). His interests include inclusive, collaborative, and critical pedagogies and faculty learning communities.

Emily Bonem, Purdue University

Emily Bonem (PhD), is an assistant director at Purdue University’s Center for Instructional Excellence (USA). Her main research interests include self-determination theory, course redesign, and assessing student learning.

John Lumkes, Purdue University

John Lumkes is a professor in the Department of Agriculture and Biological Engineering at Purdue University (USA). He also serves as the assistant dean in the Office of Academic Programming in the College of Agriculture. He is an award winning teacher and his research program is focused on automation and robots.

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