Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Although existing research documents the impact of active learning (Ambrose et al., 2010; Bonwell and Eison, 1991), the focus is often on collecting and implementing techniques. While it is tempting to “plug and play,” to be effective, active learning needs to be examined in the larger context of student learning (Weimer, 2018). Taking a metacognitive approach—choosing forms of active learning that foster metacognition—can help faculty prepare students to make the most of active learning experiences while helping them become self-directed learners (Pelley, 2014). This module will focus on strategies and approaches instructors can take to become more metacognitive in their own professional practice and to use metacognition as they design and implement active learning in their classes.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Innovative teaching isn’t always informed by new developments. Sometimes it’s situated in the past, drawing from established methods proven to enhance student learning. Cooperative learning is one such strategy that has been revitalized in recent years by college faculty who want to engage students by involving them directly in the learning process.

Cooperative learning techniques demonstrate that working together as a group cultivates learning, surpassing the achievements realized under the competitive model of individual learning. In practice for centuries, cooperative learning’s application has grown to encompass modern-day college classrooms. Numerous researchers have documented its benefits. Researchers and brothers David W. Johnson and Roger T. Johnson at the University of Minnesota have championed the strategy for more than 20 years, producing significant contributions to the research used to justify its use and laying the groundwork for its successful implementation.

With cooperative learning, small groups work together in the classroom, assuming assigned roles and taking on individual responsibility for their contributions in solving a problem or tackling an assignment, using one of the established activities discussed in more detail in the Instructional Practice section. Often, the group’s work is subsequently shared with the entire class.

The reasons behind the strategy’s success can be found in its theoretical base (Johnson, Johnson, & Smith, 1998). Under social interdependence theory, members of a group will cooperate if their affiliation is positive. If they are interdependently connected, their success as a whole is directly impacted by individual contributions. The framework for cooperative learning requires the presence of five factors to be productive: positive interdependence (group dependence upon one another), individual accountability (responsible for individual work), promotive interaction (supportive behavior), social skills (leadership and communication), and group processing (feedback on group efforts).

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

This resource will focus on the work of three university faculty who consistently employ the UDL principles in their courses. In addition, they will share the structure used at Towson University to support faculty UDL implementation, the Towson University UDL Professional Development Network. Participants will learn specific strategies for applying UDL in three very different areas: library instruction, music education and instructional technology.

This resource will focus on the work of three university faculty who consistently employ the UDL principles in their courses. In addition, they will share the structure used at Towson University to support faculty UDL implementation, the Towson University UDL Professional Development Network. Participants will learn specific strategies for applying UDL in three very different areas: library instruction, music education and instructional technology.