Transforming Large Introductory Classes into Active Learning Environments

Abstract

Faculty at the University at Stony Brook are transforming passive students in large introductory economics and chemistry classes and biology laboratories into active learners in that discipline. These classes are integrating the development of process learning skills into their course content. Important thinking and communicating skills are developed through cooperative group activities and projects, peer and self-assessment. Improving student skills essential to success in a discipline becomes a goal as explicit as the expectations for learning the conceptual content of the discipline. This article presents the specific projects in each of the three disciplines and some of the faculty development needed to effect change.