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Proceedings Paper • Open Access

Engaging colleagues in active learning pedagogies through mentoring and co-design
Author(s): Rhys Adams; Kevin Lenton

Paper Abstract

When implemented correctly, active learning pedagogies increase student engagement with discipline content. In addition, there is accumulating evidence that they also positively impact the learning of this content. This is particularly relevant for teaching science disciplines because many students perceive science as being difficult to fully understand. However, an ongoing problem is that instructors have difficulty implementing active learning pedagogies effectively and therefore see no benefit to it. Without persistence or guidance, instructors can become discouraged and return to a more traditional style of teaching. We report on how the Faculty of Science at Vanier College is getting more instructors to engage in active learning pedagogies through mentoring and activity co-design.

Paper Details

Date Published: 16 August 2017
PDF: 8 pages
Proc. SPIE 10452, 14th Conference on Education and Training in Optics and Photonics: ETOP 2017, 104522D (16 August 2017); doi: 10.1117/12.2266663
Show Author Affiliations
Rhys Adams, Vanier College (Canada)
Kevin Lenton, Vanier College (Canada)


Published in SPIE Proceedings Vol. 10452:
14th Conference on Education and Training in Optics and Photonics: ETOP 2017
Xu Liu; Xi-Cheng Zhang, Editor(s)

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