doi: 10.5480/11-691.1The value of active learning strategies has been well documented in the literature (Barkley, 2010; Nilson, 2010; Russell, Comello, & Wright, 2007), but adopting such strategies continues to a challenge, partly due to real or perceived resistance by both students and faculty (Brookfield, 2006; Weimer, 2002). Faculty may uncomfortable with such strategies, relying instead on what they experienced themselves as students, and/or they may using innovative teaching methods because of perceived student resistance. However, student resistance may not as pervasive as is believed. A classroom assessment pro- cess revealed that students were not resistant to interactive, alternative methods of teaching and learning.To find out what students really feel about teaching strategies, other than traditional lecture, a critical incident questionnaire (CIQ) (Brookfield, 2006) was used in three nursing courses and a graduate accounting course. This five-question tool (adapted and used with per- mission of the author) was completed at the end of the class period and submitted anonymously for compilation and analysis. It was used at var- ious times, in some classes weekly and in others at the end of a module. The results were shared with students at the next meeting and changes in strategies were implemented based on student comments. Multiple teaching strategies were used, including short, focused lectures.Use of the CIQ enabled the instructors to adjust their teaching strategies to meet the needs of the students as they were learning. This article focuses on responses to three questions: 1) At what moment in the class (or in this module or any other portion of the course) this week (or today) did you feel most engaged with what was happening? 2) At what moment did you feel most distanced with what was happen- ing? 3) What action that anyone (teacher or student) took did you find most affirming and helpful? Questions 4 and 5 are: What action that anyone took (teacher or student) did you find most puzzling or confus- ing and what surprised you the most?Active learning strategies used in higher education include interactive tools such as audience response systems and classroom learning activities designed to engage students in the learning pro- cess. Examples include team-based learning, problem-based learning, case studies or Narrative Pedagogy, and concept maps. Popkess (2010) reported higher levels of engagement when active or mixed learning strategies were used. Weimer (2002) stated that although faculty may respond enthusiastically to the use of more engaging learning activ- ities, they get discouraged when students resist either passively or openly, making their preferences known for the way things used to be (p. 149).TEAChING STRATEGIESStatisticsIn the two undergraduate statistics courses, the CIQ was used through- out the term with five major data collection times; forms were always available, and students were encouraged to use them. However, partic- ipation waned after the middle of the term as students seemed to find less need to communicate their concerns.Similar teaching strategies were used in both courses. Prior to class, students were given online presentations designed to clarify the assigned readings. They were also expected to come to class with answers to a few teacher-structured questions. If they had questions about the content, they were to bring them to class for discussion.For the first activity in class, students gathered in assigned groups to share their answers to instructor's questions and to attempt to answer the questions brought in by classmates. Faculty circulated among the groups, listening to discussions and clarifying content as needed. Following the group discussion period, the instructor lectured for about 10 to 15 minutes, using the lecture to address issues identi- fied by students.Students then returned to their groups to work on statistical problems assigned from a workbook. …