  Active learning is a proven pedagogical style that has demonstrated value by
improving students' performance and classroom experience. In spite of the
evidence, adoption of active learning in computer science remains relatively
low. To identify what barriers to adoption exist, an electronic survey was sent
to 369 computer science faculty in a state in the Upper Midwest and to 78
administrators and support staff. Analysis of the responses revealed that time
remained the most commonly reported barrier for faculty that desire to change
their teaching style, with 42.8% of faculty respondents disagreeing with the
statement that they have the time they need to change their teaching style.
Administrators and support staff also indicated that time was a concern but
that otherwise faculty were aware of active learning and had the resources they
need. Reported use of active learning pedagogy was much higher among faculty
that received pedagogical training during their undergraduate or graduate
studies. Given the time constraints of faculty, it is recommended that new
avenues be explored to provide future faculty with exposure to active learning
pedagogy in their undergraduate and graduate training.
