Characterizing active learning pedagogies in physics

Active learning is known to increase students’ conceptual understanding and improve likelihood of success in introductory physics classes. A number of different pedagogies for introductory physics could be considered under the umbrella term active learning umbrella. We are in the second year of a national research project to identify instructional practices, student networks, and outcomes in four different active learning pedagogies: Peer Instruction, SCALE-UP, ISLE, and Tutorials. We are collecting student network data, video recordings of classes to be analyzed with the Classroom Observation Protocol for Undergraduate STEM, and conceptual inventory data from 32 faculty members at universities across the United States. In this talk, we will give an overview of the preliminary work that underpins this more full project, present a detailed design of the overall project, and provide updates on successes and challenges to the data collection.