The Effect of Active Learning Professional Development Training on College Students’ Academic Outcomes

References

• Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017). Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. CBE—Life Sciences Education, 16(4), ar56–6. https://doi.org/10.1187/cbe.16-12-0344
   PubMed Web of Science ®Google Scholar
• Beichner, R. B., & Saul, J. M. (2003). Introduction to the SCALE-UP (student-centered activities for large enrollment undergraduate programs) project. Proceedings of the International School of Physics, Varenna, Italy. https://projects.ncsu.edu/per//Articles/Varenna_SCALEUP_Paper.pdf
   Google Scholar
• Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000). The influence of active learning on the college student departure process: Toward a revision of Tinto’s theory. The Journal of Higher Education, 71(5), 569–590. https://doi.org/10.2307/2649260
   Web of Science ®Google Scholar
• Brownell, S. E., & Tanner, K. D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and… tensions with professional identity? CBE Life Sciences Education, 11(4), 339–346. https://doi.org/10.1187/cbe.12-09-0163
   PubMed Web of Science ®Google Scholar
• Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104)
   PubMed Web of Science ®Google Scholar
• Carbone, E., & Greenberg, J. (1998). Teaching large classes: Unpacking the problem and responding creatively. To Improve the Academy, 17(1), 311–326. https://doi.org/10.1002/j.2334-4822.1998.tb00355.x
   Google Scholar
• Carrell, S. E., & West, J. E. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, 118(3), 409–432. https://doi.org/10.1086/653808
   Web of Science ®Google Scholar
• Cellini, S. R., & Chaudhary, L. (2014). The labor market returns to a for-profit college education. Economics of Education Review, 43, 125–140. https://doi.org/10.1016/j.econedurev.2014.10.001
   Web of Science ®Google Scholar
• Cherney, I. D. (2008). The effects of active learning on students’ memories for course content. Active Learning in Higher Education, 9(2), 152–171. https://doi.org/10.1177/1469787408090841
   Google Scholar
• Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 2004(97), 5–23. https://doi.org/10.1002/tl.129
   Google Scholar
• Denaro, K., Sato, B., Harlow, A., Aebersold, A., & Verma, M. (2021). Comparison of cluster analysis methodologies for characterization of Cassroom Observation Protocol for Undergraduate STEM (COPUS) Data. CBE—Life Sciences Education, 20(1), 1–11. https://doi.org/10.1187/cbe.20-04-0077
   Web of Science ®Google Scholar
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED606743.pdf
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science (New York, N.Y.), 332(6031), 862–864. https://doi.org/10.1126/science.1201783
   PubMed Web of Science ®Google Scholar
• Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus perceptions of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116(39), 19251–19257.
   PubMed Web of Science ®Google Scholar
• Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students’ understanding of electromagnetism concepts? Journal of the Learning Sciences, 14(2), 243–279. https://doi.org/10.1207/s15327809jls1402_3
   Web of Science ®Google Scholar
• Ebert-May, D., Derting, T. L., Hodder, J., Momsen, J. L., Long, T. M., & Jardeleza, S. E. (2011). What we say is not what we do: Effective evaluation of faculty professional development programs. BioScience, 61(7), 550–558. https://doi.org/10.1525/bio.2011.61.7.9
   Web of Science ®Google Scholar
• Elliott, E. R., Reason, R. D., Coffman, C. R., Gangloff, E. J., Raker, J. R., Powell-Coffman, J. A., & Ogilvie, C. A. (2016). Improved student learning through a faculty learning community: How faculty collaboration transformed a large-enrollment course from lecture to student centered. CBE—Life Sciences Education, 15(2), ar22. https://doi.org/10.1187/cbe.14-07-0112
   PubMed Web of Science ®Google Scholar
• Figlio, D. N., Schapiro, M. O., & Soter, K. B. (2015). Are tenure track professors better teachers? Review of Economics and Statistics, 97(4), 715–724. https://doi.org/10.1162/REST_a_00529
   Web of Science ®Google Scholar
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.
   PubMed Web of Science ®Google Scholar
• Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53(2), 229–261. https://doi.org/10.1007/s11162-011-9247-y
   PubMed Web of Science ®Google Scholar
• Hayes, K. N., Inouye, C., Bae, C. L., & Toven‐Lindsey, B. (2021). How facilitating K–12 professional development shapes science faculty's instructional change. Science Education, 105(1), 99–126. https://doi.org/10.1002/sce.21600
   Web of Science ®Google Scholar
• Heim, A. B., & Holt, E. A. (2018). Comparing student, instructor, and expert perceptions of learner-centeredness in post-secondary biology classrooms. PLoS One, 13(7), e0200524. https://doi.org/10.1371/journal.pone.0200524
   PubMed Web of Science ®Google Scholar
• Jacobson, L., LaLonde, R. J., & Sullivan, D. (2005). The impact of community college retraining on older displaced workers: Should we teach old dogs new tricks? ILR Review, 58(3), 398–415. https://doi.org/10.1177/001979390505800305
   Google Scholar
• Jepsen, C., Troske, K., & Coomes, P. (2014). The labor-market returns to community college degrees, diplomas, and certificates. Journal of Labor Economics, 32(1), 95–121. https://doi.org/10.1086/671809
   Web of Science ®Google Scholar
• Johnson, D. W., Johnson, R. T., & Smith, K. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 30, 27–35.
   Google Scholar
• Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
   Web of Science ®Google Scholar
• Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4(4), 298–310. https://doi.org/10.1187/05-06-0082
   PubMedGoogle Scholar
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
   Web of Science ®Google Scholar
• Kutaka, T. S., Smith, W. M., Albano, A. D., Edwards, C. P., Ren, L., Beattie, H. L., Lewis, W. J., Heaton, R. M., & Stroup, W. W. (2017). Connecting teacher professional development and student mathematics achievement: A 4-year study of an elementary mathematics specialist program. Journal of Teacher Education, 68(2), 140–154. https://doi.org/10.1177/0022487116687551
   Web of Science ®Google Scholar
• Loes, C. N., An, B. P., Saichaie, K., & Pascarella, E. T. (2017). Does collaborative learning influence persistence to the second year of college? The Journal of Higher Education, 88(1), 62–84. https://doi.org/10.1080/00221546.2016.1243942
   Web of Science ®Google Scholar
• Mazur, E. (2009). Farewell, lecture. Science (New York, N.Y.), 323(5910), 50–51. https://doi.org/10.1126/science.1168927
   PubMed Web of Science ®Google Scholar
• McKeachie, W. J. (1990). Research on college teaching: The historical background. Journal of Educational Psychology, 82(2), 189–200. https://doi.org/10.1037/0022-0663.82.2.189
   Web of Science ®Google Scholar
• National Center for Education Statistics (2019). The condition of education. https://nces.ed.gov/programs/coe/indicator_cha.asp#:∼:text=2000%20through%202029.-,See%20Digest%20of%20Education%20Statistics%202019%2C%20table%20303.70
   Google Scholar
• National Student Clearinghouse (2020). Persistence & retention – 2019. https://nscresearchcenter.org/snapshotreport35-first-year-persistence-and-retention/
   Google Scholar
• Park, E. S., Harlow, A., AghaKouchak, A., Baldi, B., Burley, N., Buswell, N., Crooks, R., Denenberg, D., Ditto, P., Edwards, K., Junqueira, M. G., Geragotelis, A., Holton, A., Lanning, J., Lehman, R., Chen, A., Pantano, A., Rinehart, J., Walter, M., … Sato, B. (2021). Instructor facilitation mediates students’ negative perceptions of active learning instruction. PloS One, 16(12), e0261706. https://doi.org/10.1371/journal.pone.0261706
   PubMed Web of Science ®Google Scholar
• Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. https://doi.org/10.3102/0002831207308221
   Web of Science ®Google Scholar
• Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J. S., Merrill, J. E., Nehm, R. H., Prevost, L. B., Urban-Lurain, M., & Smith, M. K. (2018). A faculty professional development model that improves student learning, encourages active-learning instructional practices, and works for faculty at multiple institutions. CBE—Life Sciences Education, 17(2), es5. https://doi.org/10.1187/cbe.17-12-0260
   PubMed Web of Science ®Google Scholar
• Pfund, C., Miller, S., Brenner, K., Bruns, P., Chang, A., Ebert-May, D., Fagen, A. P., Gentile, J., Gossens, S., Khan, I. M., Labov, J. B., Pribbenow, C. M., Susman, M., Tong, L., Wright, R., Yuan, R. T., Wood, W. B., & Handelsman, J. (2009). Summer institute to improve university science teaching. Science (New York, N.Y.), 324(5926), 470–471. https://doi.org/10.1126/science.1170015
   PubMed Web of Science ®Google Scholar
• Pike, G. R., Smart, J. C., & Ethington, C. A. (2012). The mediating effects of student engagement on the relationships between academic disciplines and learning outcomes: An extension of Holland’s theory. Research in Higher Education, 53(5), 550–575. https://doi.org/10.1007/s11162-011-9239-y
   Web of Science ®Google Scholar
• President’s Council of Advisors on Science and Technology (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf
   Google Scholar
• Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
   Web of Science ®Google Scholar
• Ran, F. X., & Xu, D. (2019). Does contractual form matter? The impact of different types of non-tenure-track faculty on college students’ academic outcomes. Journal of Human Resources, 54(4), 1081–1120. https://doi.org/10.3368/jhr.54.4.0117.8505R
   Web of Science ®Google Scholar
• Ruiz-Primo, M. A., Briggs, D., Iverson, H., Talbot, R., & Shepard, L. A. (2011). Impact of undergraduate science course innovations on learning. Science (New York, N.Y.), 331(6022), 1269–1270. https://doi.org/10.1126/science.1198976
   PubMed Web of Science ®Google Scholar
• Simons, D. J., Shoda, Y., & Lindsay, D. S. (2017). Constraints on generality (COG): A proposed addition to all empirical papers. Perspectives on Psychological Science : a Journal of the Association for Psychological Science, 12(6), 1123–1128. https://doi.org/10.1177/1745691617708630
   PubMedGoogle Scholar
• Smith, M. K., Jones, F. H., Gilbert, S. L., & Wieman, C. E. (2013). The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices. CBE—Life Sciences Education, 12(4), 618–627. https://doi.org/10.1187/lse.13.2.359
   PubMed Web of Science ®Google Scholar
• Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., Eagan, M. K., Esson, J. M., Knight, J. K., Laski, F. A., Levis-Fitzgerald, M., Lee, C. J., Lo, S. M., McDonnell, L. M., McKay, T. A., Michelotti, N., Musgrove, A., Palmer, M. S., Plank, K. M., … Young, A. M. (2018). Anatomy of STEM teaching in North American universities. Science (New York, N.Y.), 359(6383), 1468–1470. https://doi.org/10.1126/science.aap8892
   PubMed Web of Science ®Google Scholar
• Stuart, E. A. (2010). Matching methods for causal inference: A review and a look forward. Statistical Science, 25(1), 1–21. https://doi.org/10.1214/09-STS313
   PubMed Web of Science ®Google Scholar
• Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America, 117(12), 6476–6483.
   PubMed Web of Science ®Google Scholar
• Wiggins, B. L., Eddy, S. L., Wener-Fligner, L., Freisem, K., Grunspan, D. Z., Theobald, E. J., Timbrook, J., & Crowe, A. J. (2017). ASPECT: A survey to assess student perspective of engagement in an active-learning classroom. CBE—Life Sciences Education, 16(2), ar32. https://doi.org/10.1187/cbe.16-08-0244
   PubMed Web of Science ®Google Scholar
• Xu, D. (2019). Academic performance in community colleges: The influences of part-time and full-time instructors. American Educational Research Journal, 56(2), 368–406. https://doi.org/10.3102/0002831218796131
   Web of Science ®Google Scholar
• Xu, D., & Solanki, S. (2020). Tenure-track appointment for teaching-oriented faculty? The impact of teaching and research faculty on student outcomes. Educational Evaluation and Policy Analysis, 42(1), 66–86. https://doi.org/10.3102/0162373719882706
   Web of Science ®Google Scholar
• Xu, D., & Trimble, M. (2016). What about certificates? Evidence on the labor market returns to nondegree community college awards in two states. Educational Evaluation and Policy Analysis, 38(2), 272–292. https://doi.org/10.3102/0162373715617827
   Web of Science ®Google Scholar