QR faculty on several CSU campuses are incorporating active-learning and problem-solving pedagogies into redesigned entry-level math courses¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? QR faculty on several campuses are transitioning courses from large lecture formats to smaller classes using active learning and problem-solving approaches. → Bracco 2019

Evidence¶

Bracco 2019¶

Bracco, K. R., Schrager, C., Calisi, G., Gutierrez, P., Salciccioli, M., & Finkelstein, N. (2019). College-ready in the California State University system: Campus experiences implementing EO 1110. San Francisco, CA: WestEd. https://www.calstate.edu/eo/EO-1110.html

q2 · i? · qualitative · r?

Interview findings on pedagogical change during EO 1110 course redesign. San Bernardino math faculty adopted such approaches "based on research that tied active learning pedagogies to increased student success," citing inspiration from San Francisco State and Arizona State examples.

"QR faculty on several campuses have looked to transition courses from a traditional, large lecture model to smaller classes utilizing active learning and problem-solving approaches"

Discussion¶

Related Claims¶

• Students in courses with guided note-taking and other active learning activities reported less difficulty with motivation and engagement after the shift online — related
• Active Learning Improves Exam Performance — a broader claim this one bears on
• EO 1110 created a sense of urgency that catalyzed cross-departmental curriculum redesign, though campus stakeholders wanted earlier engagement building on local expertise — related
• CSU campuses implementing EO 1110 use corequisite support models in both math/quantitative reasoning and written communication courses, in three main configurations — related