Faculty in an ALI workshop

The instructional culture in the College of Arts and Sciences acknowledges the varied processes by which students gain knowledge and encourages active involvement in the learning process.

The Active Learning Initiative provides resources — workshops, technology, peer support, and outreach efforts — to help faculty build learning environments that strengthen the capacity of students to gather and synthesize information and develop robust critical thinking skills across disciplines and in a variety of educational settings.

Faculty members within the College participate in workshops offered during the fall semester and carrying over into the first weeks of the spring semester.

Workshop

The ALI workshop is designed to encourage an organic approach to the challenges of teaching and learning in the wide array of disciplines within the College of Arts and Sciences that encourages the centrality of active learning — a simple philosophical ideal that encourages learning environments that demand active engagement with material as opposed to passive receivers of information. The concept applies equally to traditional classrooms as well as online environments and is workable in a variety of disciplines and classroom sizes.

The learning outcomes are tied to the progression of workshop topics. By the end of the sessions, a participant will demonstrate a capacity

  • To identify a student skill set appropriate to a specific course that overlaps (or corresponds to) skills required in the related discipline
  • Create measurable learning outcomes suitable for the pedagogical variables of a specific course
  • Identify course-specific topics or concepts for which an active learning method would improve student learning
  • Propose active learning methods aligned with learning outcomes and standards of assessment reporting
  • Formulate an assessment plan meeting the standards established by the College of Arts and Sciences

Mentors

This five-session workshop for A&S faculty and FTTIs is led by the Active Learning Initiative mentors:

Patrick Frantom

Patrick Frantom

Patrick Frantom is an assistant professor of chemistry. He earned his B.S. degree in biochemistry at Louisiana State University (1999) and his Ph.D. in biochemistry at the Texas A&M University (2005). Following a postdoctoral research fellowship at Albert Einstein College of Medicine, he began his independent research career at The University of Alabama in 2009.

He teaches upper-level biochemistry courses and large-lecture format General Chemistry. His research interests focus on identifying structure/function relationships used to create catalytic and regulatory diversity in a conserved protein fold.

In 2013, he received an Early Career Development Award from the National Science Foundation to support his research project as well as the development of a new upper-level biochemistry laboratory course based on original, hypothesis-driven experiments.

Jessica Kidd

Jessica Kidd

Jessica Fordham Kidd is a clinical/lecture-track faculty member of the English department, where she serves as associate director of the first-year writing program. Jessica has a B.S. in geology and an MFA in creative writing with a specialization in poetry, both from The University of Alabama.

She teaches the pedagogy and practicum course for first-year writing GTAs along with freshman composition, creative writing, and the occasional literature course. She also teaches a special section of Fine Arts for Engineering students that focuses on experimental arts as a way of increasing students’ fluency in and comfort with their own creativity.

Jessica has written articles for Alabama Heritage Magazine and the online Encyclopedia of Alabama. Her poetry has appeared in The Paris Review, Drafthorse, and Eye to the Telescope, among others.

Jeffrey Melton

Jeff Melton

Jeffrey Melton is an associate professor of American Studies, where he serves as assessment coordinator and undergraduate director. He earned his B.A. in English at Clemson University (1985) and his M.A. and Ph.D. in American literature at the University of South Carolina (1988, 1993).

He teaches a variety of courses on American humor as well as American road and tourist cultures.

His research interests follow the same routes. He is the author of Mark Twain, Travel Books, and Tourism (U of Alabama P, 2002, 2009 paperback rpt.) and co-editor of Mark Twain on the Move: A Travel Reader (U of Alabama P, 2009). He has also published articles on humor and tourism in a variety of academic journals and scholarly books.