Thanks for discussions to:

1. Experiments in Enhancing Student Participation in Introductory AstronomyFran BagenalAstrophysical & Planetary Sciences University of Colorado, Boulder • Thanks for discussions to: • Kathy Doxas-Garvin, Nick Schneider, Doug Duncan, David Brain, Nick Gnedin, Jason Glenn, Andrew Hamilton, Dick McCray, Erica Ellingson, Josh Collwell

2. Background • 1200 non-science majors take Intro Astro per semester at University of Colorado, Boulder • 6 sections - 3 Solar System, 3 Stars&Galaxies • Taught by faculty or post-doctoral researchers • 21 faculty all take turns in teaching Intro Astro • Research spans Astrophysical & Planetary Sci.

3. Teaching Experiments • Student response in lectures • Colored cards • Electronic “Clickers” • Classroom activities • Worksheets • e-Tutorials • e-Labs • Learning Groups • 5-10 students with UG coach • Group meetings instead of lectures

4. 1: Student Response in Lectures Eric Mazur Technique • Students ‘vote’ for multiple choice answers during lecture - Colored cards or electronic “clickers” • Allows for interactive participation even in the largest classrooms • Technology records student responses, allowing performance to be graded

5. 1: Student Response in Lectures • ‘Concept Questions”, identifying important ideas • Students discuss for ~3 minutes • Then vote separately • Interaction has multiple advantages • Identifies misconceptions • Paces instructor better • Engages students • What kind of planet has the thinnest lithosphere (in general)? A. The planet closest to the Sun B. The planet farthest from the Sun C. The largest planet D. The smallest planet E. The planet with the largest fraction of low-density rock

6. 1: Student Response in Lectures • Electronic Clickers • ‘Hyper-interactive Teaching Technology’ [www.h-itt.com] • Each student purchases a ‘clicker stick’ and registers it online, linking the transmitters’ unique ID with their own • $30 each, bought back at $15. • Classroom outfitted with receivers, a computer and projector. • $10k for 250-student lecture hall

7. 1: Student Response in Lectures • Students respond to a multiple-choice question with their ‘clickers’ • After the instructor closes the answering period, a histogram of votes appears on the screen (usually a different screen from the question screen) • The instructor tailors the ensuing discussion around responses, focusing on incorrect responses as appropriate.

8. 1: Student Response in Lectures Students favor use of clickers • Lecture enhanced by focusing on challenging concepts • Main complaint: cost - about $30 per student, less resale value • Appreciate ‘easy credit’ for attendance • Recognize value of staying alert With Clickers Instructor morale improved! • Higher attendance • Satisfaction of student interaction • Real-time feedback keeps lectures on track Without Clickers

9. 1: Student Response in Lectures Additional Uses: Attendance Reading comprehension, to encourage reading before lecture Predicting what will happen in a demonstration Grading Worksheets completed during class (in groups) Demographics - who attends, who is getting what type of answers right/wrong, who dis/likes what..... Teaching aid vs. Big Brother? Motivation for learning vs. lab rats?

10. 2: Classroom Activities • Computer-Based Labs - 1 section with 2-hour labs - Complements hand-on activities - In-depth exploration with interactive JAVA applets • Class room Worksheets - paper - Perceived as extra homework - Grading time/cost • Electronic Tutorials - At home or in class - Needs laptops + ethernet

11. EXAMPLE 1: What Controls the Surface Temperature of a Planet? • Interactive JAVA applet • Student explores how distance from the Sun affects surface temperature

12. EXAMPLE 1: What Controls the Surface Temperature of a Planet? • Interactive JAVA applet • Student explores how amount and type of gases control the greenhouse effect

13. EXAMPLE 1: What Controls the Surface Temperature of a Planet? • Interactive JAVA applet • Student explores how water vapor, carbon dioxide and methane control the amount of IR absorbed by the atmosphere

14. EXAMPLE 1: What Controls the Surface Temperature of a Planet? • JAVA applets are based on physical model • Math is hidden - unless you ask to see it • Modules on Kepler’s Laws and the Greenhouse Effect available at http://solarsystem.colorado.edu • Developed by Isidoros Doxas and Fran Bagenal

15. 2: Classroom Activities Bring-Your-Laptop-to-Class-Fridays • 72-student section • Wired class room • 4 laptops provided, ~4 students brought laptops, remainder used computer lab across the hall • 10 class activities, 1% attendance grade each • Electronic tutorials - part of Astronomy Place website accompanying the Cosmic Perspectives text published by Addison Wesley

16. EXAMPLE 2: What Causes the Seasons? • Interactive electronic tutorial • Student is guided by questions on processes controlling the seasons • In class activity or home study From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley

17. EXAMPLE 2: What Causes the Seasons? • Multi-part lessons • Animations and interactives (using Flash) From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley

18. EXAMPLE 2: What Causes the Seasons? • When the student moves the person (right) around the globe, the view of the Sun (left) changes • Feedback on in/correct answers From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley

19. EXAMPLE 2: What Causes the Seasons? • Learning reinforced through application to a different situation • Exercises allow student to confirm understanding of concept From Astronomy Place - website accompanying Cosmic Perspectives - Addison Wesley

20. 2: Classroom Activities • Pros: • Student engagement with material • Group learning • Instructor gets chance to talk with smaller groups • Cons: • Less material “covered” • Limited to smaller classes? • Technology intensive • Limited to interactives developed to date “I really liked the surface temperature tutorial - actually fun to do the whole thing - I played with the animations and really understood what I was reading. The animations played a great part in my understanding - through manipulation of the planet’s situation and conditions”

21. 3: Learning Groups • Assigned learning groups of 5-10 students • Groups meet in computer lab each week instead of a lecture • Each group has an undergraduate TA - “coach” • Weekly assignments involve working with online text and interactives

22. 3: Learning Groups • Interactives developed elsewhere - posted by colleagues on web • Assignments require students to address specific questions • Group answers submitted via web • Assignments discussed “Oprah-style” in class where groups defend their answer

23. 3: Learning Groups • Started by Dick McCray • 3 other faculty trying variations • Funded by Pew Trust, NSF

24. 3: Learning Groups • Cons: • Less material “covered” • Extensive organization of learning groups • Discussion sessions depend on style of instructor • Maintenance/development of software takes time/funds • Pros: • Student engagement with material • Group learning • UG coaches popular • Valuable experience for UG coaches • Project-based assessment

25. Lessons Learned - 1 • Hard - for both students and teachers - to change culture of large lecture classes • HUGE improvements in morale of both students and faculty • In reality, requires changing classrooms - not just a website

26. Lessons Learned - 2 Getting Department Buy-In: • Senior faculty advocate helps • Multiple approaches not top-down, experiments, sharing results • Flexible, modular tools more sustainable than whole course • Encouraging different styles of teaching

27. Lessons Learned - 3 What We Don’t Know: • Do students learn more? Is this the right question? • Will the novelty wear off? • How to fund continued development? • Whither technology?