QEP Feedback

We've spent a lot of time discussing our QEP with faculty across campus.  In our conversations, we've learned about what excites faculty about active learning as well as their concerns.  Throughout our QEP, we hope to address concerns and increase the active learning excitement among our faculty. 

What excites you most?

  • Student engagement and student success!
  • I like the idea of students being more engaged during class, not just being passive participants.
  • That students take more responsibility for learning.
  • I’m glad the university is doing this!
  • Exciting!  Break us out of our pedagogical rut and enjoy teaching again!
  • Student success!
  • Building a stronger community that helps to motivate students to better success.
  • I’m excited about more people to talk with about active learning and available resources.
  • Active learning keeps students engaged in class.
  • Collaboration is always a wonderful resource for new perspectives.
  • I’m excited about new learning for me and for our students.
  • The idea of engaging students on a deeper level so that their affective learning increases.
  • I’m on board!  I’ve been using active learning for years.  Will send novice faculty for training!
  • I’m excited about the improved student experiences that come from an active classroom.
  • I’m most excited about students being more involved in the process.
  • Increased student engagement, improved learning outcomes and student performance.
  • Having my efforts to teach will be rewarded and valued.
  • The use of menti.com could be useful.
  • Being able to use games in class and incorporate concepts.

What are your concerns?

  • I’m concerned about poorly-executed change that may hurt a particular set of students.
  • I’ve been using active learning in small groups (8-10 students).  I have some concerns about using it effectively when class size is more than 100.
  • Sounds great, but nursing faculty probably won’t be able to participate due to our schedules.
  • Teaching online using planned schedules makes it difficult other than through discussion boards.
  • I won’t have enough time to cover the material.
  • Population health classes are becoming too large for active learning activities.
  • Not enough prep time.
  • That I will lose momentum.
  • I’m concerned about state mandates impacting or influencing our ability to plan, assess, and instruct as professionals and knowledge guides – we need to use what is best for student learning.
  • Lack of fair assessment.
  • Balance:  students in active learning settings sometimes complain about teaching themselves.
  • How can I integrate active learning into an asynchronous online course?
  • Concerned that students might come to expect entertainment or constant planned activities.
  • Affect on state requirements for day-by-day schedule on syllabi.
  • I already use active learning, and am worried about its formal assessment.  Should stay informal.
  • Performance classes already use active learning.
  • Teaching teachers seen as stiff or entertainment.
  • Students in large lectures resist group work.  They self-select into large classes to avoid it.
  • Redesigning the courses.
  • Finding the right balance between lecture and active learning.
  • Lack of spaces for special active learning activities.
  • Assessing student performance.
  • Time commitments.
  • Finding the right active learning style for each class.
  • The challenge of ongoing assessment to guide the process.