Perceptions of a faculty cohort using education scholar as a basis for faculty development in active learning strategies

Abstract

ObjectiveThe purpose of this pilot study was to describe any association between participation in a cohort using the Education Scholar (ES) module with faculties' knowledge toward, perceptions of, and implementation of active learning strategies (ALS) in the didactic classroom. Investigators sought to determine the utility of using ES as a professional development tool at the College. MethodsUsing a pre- and post-questionnaire, mixed-method design, volunteer faculty participants responded to situational, knowledge, and attitudinal questions about ALS used in the classroom, and their reasons for participating in the ES Active Learning Cohort. ResultsPerceptions shifted in that most of the participants indicated that they felt active learning would provide benefits in the classroom. They also reported an increase in confidence to use ALS. All participating faculty reported the use or planned use of some type of ALS in their classes, and all reported satisfaction with active learning as a valuable teaching tool. ConclusionsFaculty indicated that active learning would be a positive addition to the classroom. This College found that a cohort format for delivery worked well and allowed practice opportunities for participants.