Many ideas were presented as well as illustrated at the AACU meeting.  The meeting began, for example, with an exercise in which groups were established and within each group, each member was given a different article to read and report to the rest of the group.  The group then discussed all the articles, and then reported their results to the rest of the "class".
 
Another group format involved assigning one topic to each group then redistributing those members so that new groups have one representative of the original groups. In the new groups, there is one expert on each of the topics who then teaches the others and the new group explores connections between the assignments.

 A physics class was described from Hope College.  The instructor subscribes to a set of modules developed for active learning in introductory physics.  Modules include suggestions for class activities and include learning objectives, assessment criteria, tasks for the exercise, resources used, definitions, and some critical thinking questions.

 A science and literature class was described that centered around a semester-long project that culminated in a class paper at the end.  The course included fairly traditional activities but also less common techniques like role-playing and keeping a dialog journal.  The dialog journal consisted of the student's response to class reading assignments. It was then responded to by the instructor(s), asking probing questions in response to the student's observations.   Class activities sought to be diverse by asking for content, analysis, story building, and judgments.  They sought to address a variety of learning styles through concrete experiences (research), reflective observations (journals), abstract conceptualizations(lectures) and active experiences(case studies).

 Participants discussed issues related to active learning exercises from a number of perspectives.  In terms of student learning, for example, the importance of building context and connections was noted.  Proper use of student-centered learning should help students make those connections, that are so taken for granted by faculty. (We already know the connections;  we have the big picture).  Students have an imperfect, unstable picture of the whole and they look to teachers to help them fit the pieces together, to fit it into the shape of their lives.  Active learning environments can be uncomfortable for the students because it puts them on the spot, requires a greater range of skills from them, and makes them face the potential of peer disapproval. It can make the teacher feel uncomfortable, as well, because the class is less controlled, more diverse, and requires us to think on our feet.  Thus, in this learning environment, we should recognize that at some time or other, we will all feel stupid and inadequate.  We should accordingly recognize that learning has content - but it also has feelings.

 We can help students adjust to the new pedagogy by making sure that it is supported through the university structures.   It should be implemented at the highest levels.  We should set forth our philosophy to the students as early as possible, probably at orientation and surely during advising, showing them with data that active learning styles are more effective than passive.  Show them that the skills learned will directly benefit them in future employer expectations.

 Current university structures and attitudes are not conducive to communities of learners nor communities of faculty.  Much of the university setting is centered on materialism, individualism, and competitiveness.  These qualities don't lend themselves to a community atmosphere.  Internal impediments to community include notions that are reflected in vocabulary like "my" course, "my" student, "my" dept.  etc.  Teaching awards are made to individuals - never groups.  Evaluation of scholarship activities often places less value on collaborative efforts;  there's tension over the order of investigators names on manuscripts.

 Skills that assure success in the competitive university settings are in contrast to the skills that assure success in career settings that our students will enter.  Employers expect their employees to have good communication interpersonal skills to work in collaborative and cooperative groups.  They will work in teams.  They need to be good listeners.  They need to have a sense of personal and civil responsibility and integrity.  They need to be able to bridge cultural and linguistic barriers.