Title: Active Learning 2.0: Being Intentionally Inclusive
Abstract: Active learning has many documented benefits for both students and instructors. Moreover, there is increasing evidence that it disproportionately benefits women, students of color, and students who were previously denied the same learning opportunities as others. However, the empirical evidence for this disproportionate benefit does not explain why it happens, nor does it guarantee that all students will benefit from active learning. In fact, my own experience with active learning is that it is difficult to do well and sometimes it can have detrimental effects on students if we are not careful. Therefore, we should aim not just for active learning, but learning that is both active and inclusive. We will discuss some principles and practical strategies for making active learning more inclusive.
Bio: Darryl Yong is a Professor of Mathematics at Harvey Mudd College, Founding Director of the Claremont Colleges Center for Teaching and Learning, and instructor for the Teacher Leadership Program at IAS/Park City Mathematics Institute. He helped to create Math for America Los Angeles in 2007 and serves on its steering committee. His scholarship has several foci: the retention and professional development of secondary school mathematics teachers, effective teaching practices in undergraduate STEM education, and equity, justice, and diversity in higher education.