Department and institution factors supporting active learning in intro courses

Abstract

In 2019 we conducted a nationwide survey (n=3,769) of teaching practices in introductory undergraduate math, physics, and chemistry courses. Survey results identified departments in the top quarter of their discipline in terms of class time spent on non-lecture activities in their introductory courses. We interviewed 29 instructors from 18 of these departments (including 11 physics instructors representing 6 departments), sampling from a range of institution types, in order to identify factors contributing to their success. We found that departments with high use of active learning in intro courses have local champions of teaching reform who are very knowledgeable about pedagogy and are supported concretely by institution and departmental resources and culture. In this talk, we focus on the variety of institution and department level characteristics that were present in departments with high use of active learning in their intro courses and how they differentially supported teaching reform.