Foundational

There are many important research-based theories underlying teaching and learning. The HUB in the College of Education at Louisiana Tech embraces the theory of constructivism as it serves as the foundation of all learning opportunities we create. Constructivists believe that learning occurs when reflection and active construction occur within the mind, during which learners consider new knowledge they are taught in light of their past experiences, background, and views (Brau, 2018). McLeod (2019) described the following principles of constructivism:

• Knowledge is constructed
• Learning is an active process
• Knowledge is socially constructed
• Knowledge is personal
• Learning exists in the mind

Individualized learning is of utmost importance, emphasizing autonomy in the learning experience and self-learning (Kara, 2019). We believe at the HUB that by providing active learning experiences that mirror real-world scenarios, we provide quality opportunities that allow faculty to reflect and grow in their teaching practice. 

Professional development opportunities are at the heart of our mission. To focus on providing effective professional development, we incorporate the elements identified by Darling-Hammond. Darling-Hammond et al. (2017) completed a meta-analysis of 35 studies to discover what makes PD effective. They defined effective PD as “structured professional learning that results in changes in teacher practices and improvements in student learning outcomes” (p. v). Through their research, seven features of effective PD were discovered. These features require PD to:

• Be content-focused
• Incorporate active learning
• Support collaboration
• Use models of effective practice
• Provide coaching and expert support
• Offer feedback and reflection
• Be of sustainable duration

PD can be considered effective when most or all of these features are present. Therefore, the HUB aims to create effective PD opportunities for students, faculty, and partnering districts that incorporate these features and ultimately increase student learning outcomes.



Brau, B. (2018). Constructivism. In R. Kimmons & S. Caskurlu, The students' guide to learning design and research. EdTech Books. https://edtechbooks.org/studentguide/constructivism

Darling-Hammond, L., Hyler, M. E., Gardner, M., & Espinoza, D. (2017). Effective teacher professional development. Learning Policy Institute, 1–64. https://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_REPORT.pdf

Kara, M. (2019). A systematic literature review: Constructivism in multidisciplinary learning environments. International Journal of Academic Research in Education, 4(1-2), 19–26. https://doi.org/10.17985/ijare.520666 

McLeod, S. (2019). Saul McLeod. Constructivism as a Theory for Teaching and Learning | Simply Psychology. https://www.simplypsychology.org/constructivism.html