Increasingly, Active Learning Classrooms (ALCs) are being designed and built by higher education institutions to support instructors in adopting and implementing active learning pedagogies. In this study, we explore how instructors perceive changes in their teaching after teaching in ALCs. Our study focuses on the perceptions of faculty members…

We describe four design principles that guide the Mosaic Fellows Program at Indiana University, a program focused on supporting faculty pedagogy in active learning spaces. The design principles focus on exploring a variety of classrooms with faculty Fellows, engaging Fellows' individual goals, creating shared learning experiences, and encouraging…

This reflective article examines the relationship between teachers' engagement in action research and their ability to lead within their schools. As part of "The New Educator's" special issue, "Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research," this article demonstrates the…