Students come to Missouri Baptist University from a variety of social, religious, and economic backgrounds. They have received different views and perspectives about life and its precepts from their respective backgrounds and upbringing. Following Polanyi’s precepts regarding the integration of faith and learning, the Division of Education strives to challenge our students’ prior knowledge by engaging them in active learning and participatory study to stimulate critical and reflective thinking. The purpose is not to negate their previous knowledge or faith-based beliefs but rather to encourage them to construct a personal belief system based on the relationship between prior knowledge and beliefs and new knowledge acquired while interacting with professors and other students in the classroom experience. Although their beliefs upon exiting the program may not have changed dramatically from their prior beliefs, we regard as ultimately important that students choose a faith and professional practice belief system based on personal experiences and critical and reflective thought about those experiences so that the foundation of their faith is the result of personal reflection, is well chosen, and is insightful.

The Education Division does not view learning as the passive transmission of information from one individual to the other, but rather believes that learners actively create new knowledge upon the foundation of previous learning (Bransford et al., 2000; Hoover, 1996). This new knowledge is organized in networks that are increasingly more complex and abstract. This constructed knowledge is under a nearly continuous state of reorganization and restructuring (Noddings cited in Edwards, 1994). Learning is not merely the retrieval of rote-learned facts imparted to students, and one cannot necessarily transmit knowledge into the minds of learners simply by telling them information. As Shannon stated (cited in Phillippi, 1998), “Knowledge is not a gift from others, but a gift to oneself – the result of curiosity, action, uncertainty, judgment, and conversation.” Knowledge does not remain static, but is constantly evolving and changing as learners have new experiences that cause them to build on and modify their prior knowledge (Sidani-Tabbaa & Davis, 1991). Learning is not a simple stimulus-response occurrence. Learning takes place when students are encouraged to develop new concepts and knowledge, to be engaged in active learning experiences, are challenged to think critically and reflectively on new experiences and interpretations of those experiences(Von Glasersfeld, 1995a, 1995b). Individuals are active participants in the learning process whether they are experiencing new concepts in factual knowledge, pedagogical knowledge, or beliefs about their faith. They do not learn just by “doing,” but by “doing and thinking.” Action combined with critical thinking and reflection helps individuals construct new understandings (Ammon & Levin, 1993).

However, this belief in active learning and critical thinking does not imply that teachers have no active role in knowledge construction, because “any interpretation is as good as any other” (Borko, et al., 2000, p. 275). Rather, teachers serve as guides, facilitators, coaches or co-explorers who encourage learners to “question, challenge and formulate their own ideas, opinions and conclusions” and help students construct meanings that meet recognized curriculum standards (Abdal-Haqq, 1998, p. 1). Educators must be aware of students’ incomplete understandings or [conflicting] beliefs they bring to the classroom and strive to build upon their ideas to help them reach a more mature understanding of these concepts (Bransford et al., 2000).

Similarities in applying this theoretical perspective to diverse fields such as mathematics, science, reading, writing and art can be seen in an examination of the current position statements by various professional learned societies representing these fields (Zemelman et al., 1998). The recognition of a focus on active learning has accompanied the educational reform movement begun in the mid-1980s. With the publication of documents, such as the National Commission on Excellence in Teaching’s A Nation at Risk (1983), the National Association for the Education of Young Children’s publication, Developmentally Appropriate Practice in Early Childhood Programs (Bredekamp, 1987) and its revised edition (Bredekamp & Copple, 1997), the National Council of Teachers of Mathematics’ Curriculum and Evaluation Standards for School Mathematics (1989) and the NASSP and Carnegie Foundation report Breaking Ranks: Changing our American Institutions (1996), educators have called for a change from the traditional teaching practices of the past to practices that encourage students’ critical thinking skills through active learning.

Walker & Lambert (1995) presented a summary of this theoretical perspective:
• Knowledge and beliefs are formed within the learner.
• Learners personally imbue experiences with meaning.
• Learning activities should cause learners to build upon their experiences, knowledge
and beliefs.
• Learning is a social activity that is enhanced by shared inquiry.
• Reflection and metacognition are important aspects of constructing knowledge and
meaning.
• Learners play a critical role in assessing their own learning.
• The outcomes of the learning process are varied and often unpredictable (pp. 17-18).

In addition, J. S. Renzulli (1994), in his book entitled Schools for talent development: A practical plan for total school improvement, found:
• The role of the learner in the learning process affects achievement and motivation.
• Students feel positive about scho1ol when they have some control over their learning.
Cooperation and motivation increase when students are allowed to investigate and solve real life problems through group work.

The theoretical perspective of active learning is modeled by faculty in education courses. The education faculty value and integrate a variety of teaching strategies into their teaching based on the following research findings and dispositions:

• Instruction connected to prior beliefs and knowledge- Instruction related to students’ prior experiences and knowledge makes learning meaningful (Bransford et al., 2000; Staff, 1996; Windschitl, 1997). MBU faculty seeks to discover students’ current conceptions when planning and implementing instruction. Students’ prior beliefs and knowledge about a concept become part of the curriculum as faculty seek to explore inconsistencies in knowledge and understanding and formulate instruction to meet the needs of each student.

• Learner-centered instruction – Students’ interests and strengths are considered when planning course activities, and faculty members seek and value students’ points of view. Instructional strategies and content delivery are modified as needed when indicated by students’ contributions to the courses. (Bredekamp & Rosegrant, 1992; Brooks & Brooks, 1993, 1999; Falk, 1996; Lederhouse, 1997). This does not imply that students have total control over instruction, or that the course competencies will not be taught. Rather, teachers are sensitive to “teachable moments” and use students’ enthusiasm, interests, prior knowledge and motivation to meet course competencies (Brooks & Brooks, 1993).

• Conversation filled classrooms – Students have ample chances to collaborate and exchange ideas with one another, as well as other students in the class. Opportunity to engage in problem or inquiry-based learning (such as through case studies) is valued and learning is socially constructed through interactions with others (Brooks & Brooks, 1993; Falk, 1996; Forman, Minnick & Stone, 1993; Lederhouse, 1997; Windschitl, 1997; Zemelman et al., 1998). Education classes model Fosnot’s (1996) concept of a “community of discourse.”

• Integration of subjects in the curriculum – Deep understanding can develop in meaningful contexts when studies transcend subject matters and are interdisciplinary. Within the set course requirements, faculty seek to help students see connections among content areas and give students the chance to investigate their own questions through meaningful assignments (Falk, 1996).

• Reflection – Active learning is balanced with reflection. Students must have time and opportunities to reflect upon (or make sense of) the information received from class meetings, readings, assignments and field experiences. This reflection may be aided through collaboration with others, as the learner comes to some agreement or a state of equilibrium about the meaning of the information. Arriving at an understanding of a concept is often an uneven, messy process that requires serious reflection (Etchberger & Shaw, 1992; Falk, 1996; Zemelman et al., 1998).

• Shared responsibility for learning – Faculty do not take sole responsibility for students’ learning and assessment, but share the responsibility for knowledge making with the students (Brooks & Brooks, 1993). Faculty recognize that learning is meaningful when students have ownership of it (Borko et al., 2000).

• Errors are a tool for learning – Whether it is a lesson plan that does not go well in the field or an error on a test, mistakes are an important component of cognitive conflict and growth and are “natural steps” to new understandings (Brooks & Brooks, 1993, p. 83). When mistakes are viewed in a positive light, students are not so afraid to make errors or take risks (Bredekamp & Rosegrant, 1992; Falk, 1996; Fosnot, 1996; Von Glasersfeld, 1995a, 1995b).

• Authentic assessment – Students are assessed through a variety of methods. In addition to traditional tests or research paper assignments, faculty also use rubrics, documented observations, and informal assessment strategies to get information about students’ abilities and knowledge. Asking students to explain their answers or to communicate their thinking in oral and written form is a persuasive assessment tool. The responsibility for assessment is also shared with students as they regularly evaluate their knowledge and teaching, administrative, or counseling competencies and reflect upon areas of strength and areas in which improvement is needed. (Borko et al., 2000; Bredekamp & Rosegrant, 1992; Brooks & Brooks, 1993; Falk, 1996; McAfee & Leong, 1997; Windschitl, 1997).

• Teacher’s role as a facilitator – Students learn through a variety of methods based upon their particular learning style and faculty members strive to create courses in which students critically think about educational topics and issues. The teacher does not give up responsibility as an instructional guide and leader in the classroom, but seeks to facilitate learning through problem-solving and meaning-making tasks, rather than transmitting information as a primary means of instruction (Borko et al., 2000). No single method or set of teaching practices will help all students learn. Therefore, faculty use approaches ranging from a highly structured lecture format, to cooperative groups, to social groups, to individual work with time for reflection (Perkins, 1999). Using their professional knowledge and experience, faculty choose strategies that both guide and support students’ learning, and their role is often one of a coach or mentor. The faculty entertain students’ questions and ideas and translate them into meaningful learning activities. (Foman et al., 1993; Zemelman et al., 1998).

• Use of authentic problems – The use of authentic problems in the curriculum (such as case studies) is an effective learning tool. When students encounter real-life scenarios, which do not have one easy solution, they must exercise their critical thinking skills. Students’ problem-solving and decision-making abilities are enhanced when instructors present complex educational problems and provide adequate scaffolding as support for students while they seek to find possible answers to the problem. (Eby, 1998).

• Research-based instruction and practice – Students are shown and experience the value of inquiry for practice through a sequence of assignments that require them to perform action research. At the undergraduate level, simple research projects are assigned, leading to a formal action research project, which is a required element of the Professional Portfolio. These research skills are further honed at the graduate level through EDPS 553 Research Methods and GRED 583 Professional Portfolio in which graduate students study a broad spectrum of research designs with particular attention given to the process of Action Research. Graduate students begin an action research project that will be conducted during their field experience and/or internship and completed and submitted as part of their professional portfolio.