SWEAT: Students Winning in Engaging Active Techniques
This presentation explores the domain of identifying unique approaches to engaging students in large lecture courses. My experience in creating an atmosphere of student-centered learning stems from a background in higher education and appreciation for how student involvement and philanthropy, contribute to understanding key concepts and objectives of a course. Student involvement refers to the psychosocial and physical factors a student devotes to the collegiate experience. The theme of this presentation is guided by the five assumptions of Alexander Astin’s theory of Student Development. Students in my class are faced with connecting course objectives to an area of Environmental Science and Sustainability that interests them. This freedom of decision-making which lies in their hands, provides students a sense of ownership and active participation that can sometimes be difficult to cultivate in a large lecture class.
I will discuss my experience and present strategies to faculty that serve to enhance student-centered learning in a large-lecture setting. Projects from my course will be shown in addition to student feedback regarding their experience.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297–308
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