• Student perceptions of low-tech options for engagement and assessment

      Schmuck, Heather; Cook, Joy
      The research question for this study was ‘What are Students’ perceptions regarding the use of dry erase whiteboards in the classroom as it relates to engagement, formative assessment and learning?’. The focus for the study was to explore whether utilizing a simple ‘low-tech’ option in the classroom provided adequate engagement and assessment from both the student and faculty perspective. By increasing student engagement, the researchers expect higher student learning as evidenced by literature. This study took place in the Radiologic & Imaging sciences traditional courses in an in-class setting. The targeted learning outcomes were increased student engagement and student assessment of individual learning styles as well as faculty assessment of student learning. Multiple authors suggest that utilizing dry erase boards can be an effective method of student engagement (Conderman, Bresnahan, and Hedin, 2011; West, Sullivan, Kirchner, 2016). Research for interactive whiteboards and their use exist for higher education, but little research was found using individual dry erase whiteboards as a ‘low-tech’ method of assessment from a student perspective in a small collegiate classroom. There is a large volume of evidence for utilizing audience response systems both in quizzes and throughout lecture and authors suggest that such forms of engagement promote engagement and learning but come with a material cost (Clauson, Alkhateeb, & Singh-Franco, 2012; Cotes, S., & Cotua, J. 2014; Costello, 2010). This IRB approved study used a single post-survey of students’ perceptions of using low cost dry erase whiteboards in the classroom. Two cohorts of students that have been utilizing individual small dry erase whiteboards in the classroom were surveyed. Student perceptions, correlation analysis of identified survey questions, and recurring themes from the short answer responses will be discussed. The researchers learned that this low-cost, low-tech method of student assessment was well received by students who were in overall agreement with every surveyed item. A strong correlation was noted between two survey items related to student assessment indicating that students perceived a positive benefit from the use of this teaching pedagogy related to self-reflection. Faculty noted active engagement from all students within the class rather than just a few students actively answering oral questions. No unexpected outcomes were noted. Others could adapt this teaching strategy with low-tech technology in small classes by purchasing simple dry-erase boards for their classroom and implementing throughout lecture or discussion to conduct assessment of student learning. At the same time, students could utilize responses from the class and discussion that follows in order to identify strengths and weaknesses in their learning and knowledge retention. References  Clauson, K. A., Alkhateeb, F. M., & Singh-Franco, D. (2012). Concurrent use of an audience response system at a multi-campus college of pharmacy. American Journal of Pharmaceutical Education, 76(1), 1-6. Retrieved from https://login.lib-proxy.usi.edu/login?url=https://search.proquest.com/docview/1021175579?accountid=14752 Conderman, G., Bresnahan, V., & Hedin, L. (2011). Promoting Active Involvement in Today's Classrooms. Kappa Delta Pi Record, 47(4), 174-180. Cotes, S., & Cotua, J. (2014). Using audience response systems during interactive lectures to promote active learning and conceptual understanding of stoichiometry. Journal of Chemical Education, 91, 5, 673-677. https://doi.org/10.1021/ed400111m Costello, P. (2010). A cost-effective classroom response system. British Journal of Educational Technology, 41(6), E153-E154. https://doi.org/10.1111/j.1467-8535.2010.01118.x West, A., Sullivan, K., & Kirchner, J. (2016). HOW ABOUT TEACHING LITERACY WITH SCIENCE?. Science & Children, 53(8), 47
    • Supplemental Instruction - What is SI?

      Flake, Patricia
      Students often become overwhelmed with the amount of information to be learned in a course, and often feel underprepared for exams.  SI can provide peer-led study sessions that demonstrate effective note-taking, discussion, critical thinking, and a variety of review methods, including continuous review. The scheduled 2-3 sessions per week throughout the weeks of the semester offer students planned study time and review.  All sessions are open to all enrolled in the particular course.  Feeling more prepared and confident with the material, not only produces higher test scores, but students participate in class and are less hesitant to ask questions. SI Leaders are students who have already successfully completed the course and have successfully met the required criteria, as well as, final approval of the course professor. Leaders have completed or will be completing training offered through the College Reading and Learning Association (CRLA) of which the department of Academic Skills is accredited. Defining SI, along with a bit of history, will demonstrate the benefits of the Supplemental Instruction program for both students and professors.