Creating an Environment Conducive to Active and Collaborative Learning: Redesigning Introduction to Sociology at a Large Research University
Abstract
In 2003 a Southeastern research university undertook the redesign of an introductory sociology course in order to improve student success by adding active and collaborative learning activities that gave students greater responsibility for learning. The new “hybrid” course provides most course materials online, requires electronic submission of assignments and tests, and reports assessment results and other feedback promptly. In its biggest break with tradition, the course’s contact hours are one third those mandated under the old syllabus, and all classroom sessions comprise collaborative activities. Resulting improvements include increased enrollment, larger percentages of students receiving course grades of “A,” and increased student engagement. Success is also reflected in outcome assessments (directly and indirectly measured). Modifications to other social sciences courses, introducing more active-learning components, have resulted.
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