Asee peer logo

Integrating A New Design Of Teaching Slides With Active Learning Measures In A Large Class

Download Paper |

Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

14

Page Numbers

11.778.1 - 11.778.14

Permanent URL

https://peer.asee.org/777

Download Count

36

Request a correction

Paper Authors

biography

Katrina Ramsdell Virginia Tech

visit author page

Katrina Ramsdell is a senior in the Department of Chemical Engineering at Virginia Tech. She has performed undergraduate research both in engineering education and in chemical engineering.

visit author page

biography

Madeline Schreiber Virginia Tech

visit author page

Madeline Schreiber is an associate professor in the Department of Geosciences at Virginia Tech. She teaches the introductory level course Resources Geology and higher-level courses in hydrogeology. She has an MS and a PhD from the University of Wisconsin-Madison and a BS from Yale University.

visit author page

biography

Maura Borrego Virginia Tech

visit author page

Maura Jenkins Borrego is an assistant professor in the Department of Engineering Education at Virginia Tech. She received a bachelor's degree from University of Wisconsin-Madison in 1998 and master's and Ph.D. degrees from Stanford University in 2000 and 2003, all in Materials Science and Engineering. While at Stanford, she studied adhesion of microelectronic packaging interfaces and participated in a number of teaching and mentoring activities. Her current research interests are focused on engineering education research infrastructure, including measures and perceptions of rigor and cross-disciplinary collaboration.

visit author page

biography

Michael Alley Virginia Tech

visit author page

Michael Alley is an associate professor in the Department of Engineering Education at Virginia Tech. He is the author of The Craft of Scientific Presentations (Springer-Verlag, 2003).

visit author page

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Integrating a Sentence-Headline Design of Teaching Slides With Active-Learning Measures in a Large Class

Abstract

In large classes, instructors often project and then post presentation slides to communicate important information. As recently shown, using teaching slides that have a succinct sentence headline supported by visual evidence, rather than the traditional phrase headline supported by a bullet list, has led to statistically significant increases in knowledge transferred and retained. The increases are even more pronounced when the assertion to be retained by the students appears in the slide’s sentence headline. Having such a design for the teaching slides, though, has two disadvantages. One is that since the sentence headlines state the key assertions of the class, the instructor does not have as many opportunities to ask questions and therefore engage the class in an active way. A second is that because these slides stand as a complete set of notes, some students mistakenly assume that they need not attend class—they can just review the class by viewing the posted slides. This paper assesses a new approach that integrates this new design for teaching slides with two active learning measures in a large geosciences course (200 students) at Virginia Tech. One active learning measure consisted of creating two versions of the slides: a pre-lecture version and a post-lecture version. Because the pre-lecture version contained blanks to be filled in, the instructor had more opportunities to ask questions. In this study, the average number of questions that the instructor posed to the students increased from fewer than 5 (for previous semesters) to more than 20 (for this study’s semester). Moreover, because of the blanks to be filled in during class, this version of the slides promoted note taking. Surveys of students indicate that 88 percent of enrolled students printed out these slides and brought them to class for taking notes. To promote attendance and to emphasize key concepts, a second active-learning measure was adopted: a multiple-choice quiz at the end of class that queried students on the information in the blank spaces of the pre-lecture slides. This measure encouraged students not only to attend class, but also to pay attention and take notes. The first goal was met, as indicated by the increase in attendance from an average 69% for sections taught in a traditional fashion to an average of 83% for the section taught with this new approach. A chi-square analysis showed that this difference is statistically significant (p .001). The second goal was also met, as indicated by the high scores on the end-of-class quizzes: an average of 95%. To assess how much students retained information with this new approach, we compared the first examination scores on 20 questions for this class of 200 students with the scores on the same questions for similar-sized classes of students that learned with a traditional approach. Ten of these questions required the students to recall knowledge on the slides, and ten of these questions required students to comprehend information on the slides. The average on the 20 questions increased from 72% correct for students taught by the traditional approach to 79%

Ramsdell, K., & Schreiber, M., & Borrego, M., & Alley, M. (2006, June), Integrating A New Design Of Teaching Slides With Active Learning Measures In A Large Class Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/777

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015