Faculty in science, engineering and mathematics departments are beginning to shift away from purely lecture-based to more activity-based classes this semester.

Washington University has teamed up with the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) to get the ball rolling, after receiving a grant in 2012 from the Association of American Universities.

The shift is aimed at making classes in STEM fields more interactive and engaging, through the use of new technology and emerging educational methods.

“We always want to improve what we can do for our students and improve what they are learning and their educational experience,” Gina Frey, professor, executive director of The Teaching Center and co-director of CIRCLE, said.

After considering scientific research indicating that students learn when they’re being active, CIRCLE has developed advanced techniques that steer away from lectures and encourage active student-led discussions.

“It’s more fun to talk to each other and interact with a faculty member instead of just sitting there,” Frey said. “Where the real learning takes place is in these little discussions because everybody gets to talk and everybody gets to put out their ideas.”

One of the ways active learning has been incorporated into the classroom is through the use of iClickers, or personal response system clickers, which require student participation and give immediate feedback to the professor. Active learning has also been assimilated into lecture classrooms in the form of drawing diagrams, looking at photos and using data, charts and graphs. According to Frey, it’s working.

“From surveys and student evaluations, our students find it more fun and more engaging to be a part of that course,” Frey said.

As of this past summer, Chancellor Mark Wrighton and Provost Holden Thorp began funding an initiative called TIES (Transformational Initiative for Education in STEM). TIES works with the Department of Psychological and Brain Sciences and the Department of Biology to incorporate evidenced-based teaching methods into not only introductory but also higher-level courses.

The initiative is taking place now, but will manifest in a larger shift away from lecture-style teaching over the course of this year. CIRCLE has also hired postdoctoral fellows to help faculty develop these activities and guide them through assimilating the practices into their classroom.

The shift to active learning has already begun to take place in General Chemistry, Introduction to Biology, Introduction to Physics and Calculus courses. For example, Physics has employed a flip classroom style teaching method and Calculus students are using iClickers in peer-led team learning session (PLTL). Psychology will see a shift from pure lectures this spring.

“You will [still] have to study outside of class, but you get a great start by already thinking and talking and discussing inside of class,” Frey said.

Some students appreciated the change, but felt that the lecture model did provide some benefit and didn’t want to see it disappear.

“I think it’s good. But I’m already in a [Process Orientated Guided Inquiry Learning] recitation so it’s already broken down into a smaller group setting for me. I still think they should keep some of the lectures,” freshman Ari Ettleson, a student in General Chemistry, said.

Other students had a more positive outlook on the change.

“A change could be beneficial, I think,” freshman Danielle Hallissey, an introduction to psychology student, said. “Activities would definitely keep students awake, which would be great. Plus, it would require students to pay attention more.”