Large lectures are common in competetive research universities.
We are using multiple mechanisms to improve student learning and make teaching more enjoyable for faculty.
1. Garage Demos: Physical Models of Biological Processes: We have found that using physical materials in introductory biology to illustrate biological processes makes lecture more interesting and increases student understanding of basic concepts. Building models for large lectures does not have to be complicated. We provide short YouTube video clips of demonstrations presented in large lectures for a variety of topics including exocytosis, buffers, and membrane fluidity. We also present specialized videos that both show these demonstrations and provide instruction for faculty to implement their own versions.
2. Rapid Return Exam Project: We have completed a project that analyzes faculty and student use of a program at UCI that collects graded exams, scans them, and returns a pdf to each student through the online gradebook system. Faculty report this program significantly reduces the administrative burden associated with exam return. Approximately 80% of students downloaded their midterms in the absence of incentive points and report online access was very to moderately helpful in preparing for the final. Although there were significant learning gains between the midterm and final for the class as a whole, learning gains were not significantly higher for downloaders. We are therefore working to develop mechanisms to help students use the exams more effectively as learning tools. Additional details will be available soon.
3. hey Mrs Techr: Email Etiquette Project: We have completed a study analyzing emails from students to three instructors of different rank and gender co-teaching two large sections of an introductory biology class. One section received two minutes of basic email etiquette training and the second section served as the untrained control. We found a significant increase in the overall professional quality of student to faculty emails in the trained class due to increases in use of a proper salutation, consistent capitalization, and a signature. These data suggest that most students do not send intentionally disrespectful messages and respond to guidance in constructing professionally formatted emails. Additional details will be available soon.
3. Audience Response Systems (clickers) can be very useful in large lectures. We have adopted "iclickers" because they are easy for faculty to adopt and use. We provide support for faculty interested in using the technology effectively (and painlessly) in the classroom.
The UCI Teaching, Learning and Technology Center has additional valuable resources. Please visit them here: http://www.tltc.uci.edu/ |
