Pedagogy in STEM has been positively transformed in recent years in part from research documenting the additive effects of active learning. While the paradigm shift from unidirectional, didactic approaches was a welcome change, the criticisms of ‘non-active’ instructors suffer from overreach. Missing from the active learning conversation in recent times is context within more historical discussions of the transformative social power of higher education pedagogy for student and instructor. In this light, active learning is helpful, but mechanistic, and is but a part of a more deep, soulful, social, personal process toward pedagogy as an act of liberation.
This plenary session was presented as part of the 2018 Teaching & Learning Conference, hosted by Elon University. The T&LC is a collaboration between the Center for the Advancement of Teaching and Learning & Teaching and Learning Technologies. The theme of the 2018 conference was Busting the Myths of Teaching and Learning, which represented an opportunity to challenge myths, misconceptions, and hidden assumptions related to teaching and learning.
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