Class Generated Community Clicker Cases: testing a novel pedagogic approach connecting science and non-major students in large introductory biology classes

(生物科学)点击器的使用，特别是在大型入门课程中，作为激发课堂讨论和鼓励所有学生参与的一种手段，正变得越来越有前途。该项目正在开发和测试一种新的教学替代方案--课堂生成的社区点击器案例(CGCCC)，用于在一门大型生物入门课程中讲课。至少有14个科室的1540名学生参与了这项技术的开发和评估，原则调查员已对该技术进行了成功的试行测试。在课堂讨论某一主题的开始日之前，学生们会收到一份教师制作的与该主题相关的一页调查问卷。学生们被告知使用问卷采访一个真人，并用被采访者的语气写下他们听到的口头答案。在下一节课中，学生使用点击器来报告面试反应。提问后，课堂成绩会立即显示在直方图中。然后，学生们阅读课本上的主题，在下一节课上，他们利用点击器进行一次测验，以确定他们对所涵盖主题的知识以及他们对其中概念的理解。本课程的设计使访谈数据分析日与专门讨论和解释章节内容和概念的日交替进行。最终，学生们被要求揭示他们的受访者对这个主题的误解，在关于一个特定主题的倒数第二个作业中，他们回到受访者身边，与他们讨论面试中的一个问题，并分享课程内容的一个方面。然后，学生们提交了一份简短的声明，说明受访者对他们的讨论的反应。CGCCC与讲授的效果将使用四个指标进行评估，其中两个指标评估学生的生物学知识，两个指标评估学生对课程的看法：学生的事实知识；学生吸收和应用所学信息的能力；学生出勤率；以及学生对课程的自我报告满意度。智力优势：智力优势来自：改进核心课程；制定可供其他机构使用或作为样板的完整教学大纲，以及这些研究产生的数据的潜力，以解决教师对使用非授课替代方法教授大型入门科学课程的担忧。更广泛的影响：更广泛的影响来自：培训和指导研究生成为教育工作者和科学家；为来自各种学术环境的教师举办区域讲习班；以及正在制作的期刊出版物和会议演示文稿。

(Biological Sciences 61) The use of clickers, particularly in large introductory courses, is becoming increasingly promising as a means of stimulating class discussions and encouraging participation by all students. This project is developing and testing the efficacy of a novel pedagogic alternative, Class Generated Community Clicker Cases (CGCCC), to lecturing in a large introductory biology course. A minimum of 1540 students, in 14 sections, are being involved in development and evaluation of this technique that has been successfully pilot tested by the Principle Investigator. Before the start day for class discussion of a topic, students are given a one-page faculty generated questionnaire relevant to it. The students are told to use the questionnaire to interview a real person and write down the verbal answers as they hear them, in the tone of the interviewee. During the next class period, students use clickers to report interview responses. The class results are displayed in histograms immediately after the question is asked. Students then read about the topic in their textbook and, in the next class period, utilizing the clickers, they take a quiz to determine their knowledge of the topic covered and their understanding of the concepts within it. The course is constructed so that interview data analysis days alternate with days devoted to discussion and explanation of chapter content and concepts. Ultimately students are challenged to reveal what misconceptions their interviewee had about the topic and, in the penultimate assignment about a specific topic, they return to their interviewee and discuss with them one of the interview questions and share one aspect of the course content. The students then hand-in a brief statement on how the interviewee responded to their discussion. The effectiveness of CGCCC versus lecturing will be assessed using four indicators, two assessing student knowledge of biology, and two assessing students opinion of the course: students' factual knowledge; students' ability to assimilate and apply the learned information; rates of student attendance in the class; and self-reported student satisfaction with the course. Intellectual merit: The intellectual merit stems from: the improvement of a core curriculum course; the production of an entire syllabus that can be used by or serve as a model for other institutions and, the potential for the data generated by these studies to address faculty concerns about the use of non-lecture alternative methods for teaching large introductory science classes. Broader impacts: The broader impacts stem from: the training and mentorship of graduate students to be educators as well as scientists; the regional workshops for faculty from a variety of academic settings; and the journal publications and conference presentations being produced.