Less Teaching More Learning
/co•lla•bo•ra•tory/ A discovery-based active learning environment where students and teachers interact using technology to enhance student learning.
Clarke faculty use cutting-edge learning strategies that allow students to construct their own understanding. Process skills are emphasized as much as teaching content in physics and biochemistry. Old teaching models where content is transmitted or dictated to students have been replaced and now students build or construct their own learning into a comprehensible, personal, mental framework. Students use their prior knowledge; and following a learning cycle of exploration, concept formation, and application, can develop a deeper understanding of content. Student-centered learning emphasizes interactive learning and working in small groups where the instructor acts as a facilitator.
The Chemistry department has physically transformed the learning space to enhance collaborative learning. An old chemistry laboratory with shelving that obstructed views and set up barriers between the instructor and the students and between students themselves is replaced with an open learning space with table arrangements optimized for teacher-student and student-student interactions.
Tablet PCs capable of networking using Dyknow™ are employed to facilitate an active learning environment. Students and teachers can interactively share, annotate, save, retrieve and replay material during and after class. A single platform is employed to collect and analyze experimental data, generate written reports, and work on classroom material.
Faculty and administrators interested in learning more about the collaboratory can explore the logic model and the evaluation matrix. Please contact Sunil Malapati at firstname.lastname@example.org for more information.
For more information on the chemistry program, please contact the admissions office at 800-383-2345 or email@example.com.