Professors will encounter resistance when teaching, but for those seeking to implement active learning strategies, it can be especially notable. Unfortunately, sometimes instructor responses do not address the underlying causes of student resistance, and this can lead to increased frustration for all. By developing a comprehensive understanding of resistance, faculty can take effective steps to reduce resistance through assessment, effective course design, and other changes. This session will help you evaluate how resistance arises in your specific courses, consider your responses, and help you develop a plan to assess and intervene to lower student resistance, increase their responsibility for their own learning, enhance their motivation to succeed, and create greater satisfaction for both faculty and students.
Anton Tolman earned his Ph.D. from the University of Oregon in Clinical Psychology in 1991. After spending several years in private practice and in leadership positions in a state psychiatric facility, he joined the academy at Grand Valley State University in Michigan in 2000. Currently at Utah Valley University, Dr. Tolman is a Professor of Behavioral Science, Faculty Fellow for the Office of Teaching and Learning, and the former Director of the Faculty Center for Teaching Excellence. His areas of scholarly work focus on student metacognition, student resistance to learning, faculty metacognition, and issues of power in the classroom. He is senior editor of the recently published Why Students Resist Learning: A Practical Model for Understanding and Helping Students. He is married with two grown children living in California (one an attorney and one the Prince in the Squatty Potty commercials), and is an avid reader and board gamer.