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Grossa, Renette Bertholeta, Sheryl Garesa, Mark Halla, Hani Heneina, Valentina Kozlovaa, Michelle Spilaa, Valentin Villatorob and Neil Haavea*  \na University of Alberta, Edmonton, Canada; b Northern Alberta Institute of Technology, Edmonton, Canada  \n*Corresponding author: University of Alberta, Augustana Campus, 4901 – 46 Avenue, Camrose, AB, Canada,  \nT4V 2R3, [neil.haave@ualberta.ca](neil.haave@ualberta.ca)  \nAbstract: Shorter lectures punctuated with activities to engage students in the learning process can increase student understanding, critical thinking, and overall learning. However, some students have negative responses to active teaching strategies. Here we explore the topic of student resistance to active learning, including reasons for this opposition and strategies to prevent or respond to it. Recognizing factors that lead to students’ resistance to active learning is important to mitigating these barriers to learning. Equally critical to mitigating student resistance is the promotion of student resilience. Structuring classrooms to promote resilience includes community building, structured activities, and policies that recognize student diversity, and the complexity of learning processes. Keywords: faculty learning community; independent learners; student anxiety; intellectual development;  \ninstructional design; student support; marginalized students  \nIntroduction  \nIn Fall 2018 and Winter 2019, our Centre for Teaching and Learning hosted a Faculty Learning Community, or FLC (Cox, 2004), to explore student resistance to the active learning techniques our participants had implemented in their courses. Through our discussions and review of the literature, we learned some of the reasons for student resistance and considered strategies to mitigate their response to our active teaching approaches. We learned that implementing active learning requires that our classrooms be designed for resilience and that how instructors facilitate active learning is key to ensuring students are open to what can initially seem counterintuitive to their lived learning culture.  \nWhat is an FLC?  \nA Faculty Learning Community is a small group of instructors engaged in a collaborative, yearlong program that builds a sense of community and includes activities that enhance the members’ understanding of and scholarly approach to teaching and learning (Cox, 2004) . An FLC achieves these outcomes by providing a structured and goal-oriented program that promotes the learning, development, and scholarship of the members. Our FLC was composed of a small group of instructors from several departments and disciplines across the University of Alberta who were at different stages of their teaching careers. Our common ground was that we all practice, to a greater or lesser extent, some form of active learning with our students. We developed our community by sharing our strategies and experiences about a variety of active learning practices.  \nA surprising outcome of this sharing among our FLC members was the realization that our assumptions about the uniqueness of our experience with students’ resistance to active learning were unfounded. All FLC members, regardless of discipline, had experienced similar instances of student resistance to active learning. This paper is a result of that common realization, resulting in suggestions for mitigating students’ resistance that transcend disciplines.  \nResistance to Active Learning  \nResearch has shown that shifting from a teacher-centered emphasis to a learner-centered classroom environment that includes peer collaboration and application can result in improved learning outcomes for students (Freeman et al., 2014; Haak et al., 2011; Prince, 2004; Umbach & Wawrzynski, 2005), such as increasing student understanding and critical thinking (Lumpkin et al., 2015) . Our FLC’s working defin","cbCaijIoZXmlruT1","https://ap.wps.com/l/cbCaijIoZXmlruT1","pdf",387658,"English","# Introduction\n# What is an FLC?\n# Resistance to Active Learning","[{\"question\":\"Why do some students resist active learning?\",\"answer\":\"The paper identifies resistance as attitudes and behaviors opposing desired learning outcomes, and notes that instructors observe it through attitudes, body language, and comments or student ratings. It also frames resistance as barriers that can arise across student, instructor, and institutional perspectives.\"},{\"question\":\"What is an FLC and what role does it play in the paper?\",\"answer\":\"A Faculty Learning Community is described as a small, collaborative, yearlong group of instructors focused on building community and improving teaching through structured activities. The authors used their FLC to analyze literature and share experiences to develop discipline-transcending mitigation suggestions.\"},{\"question\":\"What classroom features can help mitigate student resistance?\",\"answer\":\"The paper argues for promoting student resilience in classroom design, including community building, structured activities, and policies that recognize student diversity. It also highlights the importance of instructor facilitation to help students engage with approaches that may initially feel counterintuitive.\"}]","Mitigating Student Resistance to Active Learning by Constructing Resilient Classrooms | PDF",15]