Sage on a [smaller] stage: didactic teaching at an elite liberal arts college
Session Time and Location
Advance HE Pre-function Area
Compelling calls for reform in science education are decades old. Despite deeper understanding of how learning works, a majority of college science courses in the U.S. are still taught in didactic (passive) style. Our data suggest that the cocoon of a small liberal arts college is similarly slow to adopt more active teaching styles. Despite smaller course enrollments and an emphasis on teaching responsibilities, faculty at a small liberal arts college preferentially utilize didactic pedagogy. Faculty challenges, although different between large research institutions and small colleges, still result in limited adoption of high impact teaching practices. Faculty development at small colleges must pay attention to the situational factors in our unique ecosystems.