I started my morning by attending my regular POGIL session. I like the technique and using it in the classroom. However, I should probably make the transition, attend the (all / multi-day) workshop, and perhaps get one of those "ask me about POGIL" pins.
Lunch was then kindly provided by the CRA for all teaching-track faculty in attendance. There is the start of an effort to ultimately prepare a memo to departments for how to best support / utilize us (including me). One thing for me is the recognition of how to evaluate the quality of teaching / learning.
Micro-Classes: A Structure for Improving Student Experience in Large Classes - How can we provide the personal interactions that are valuable, which enrollments are large / increasing? We have a resource that is scaling - the students. The class is partitioned into microclasses, where there is clear physical separation in the lecture room. And each microclass has a dedicated TA / tutor. Did this work in an advanced (soph/ junior) class on data structures?
Even though the same instructor taught both the micro and the control class, the students reported higher scores for the instructor for preparedness, concern for students, etc. Yet, there was no statistical difference in learning (as measured by grades).
Impact of Class Size on Student Evaluations for Traditional and Peer Instruction Classrooms - How can we compare the effectiveness of peer instruction being using in courses of varying class sizes? For dozens of courses, the evaluation scores for PI and non-PI classes were compared. There was a statistical difference between the two sets and particularly for evaluating the course and instructor. This difference exists even when splitting by course. This difference does not stem from frequency of course, nor the role of the instructor (teaching, tenure, etc).
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