Enhancing student participation and attitudes in a large-lecture calculus course

Angela Sharp

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

Introduction Good communication is essential in every relationship. This includes the relationship that I cultivate with my students as individuals and with my class as a whole. A personal response system, “clickers,” is a tool that I have employed to aide communication. While there are a variety of options for engaging students in the classroom, I specifically chose this technology because my students are part of the Millennial generation and I believed clickers would be a means to engage them using a digital form of communication. They've grown up with technology playing a role in nearly every facet of their lives, with this likely to increase as time passes. A May 2008 report from In-Stat predicts “a steady growth rate culminating in the number of US millennia's subscribing to mobile social networking reaching nearly 30 million by the year 2012 [46].” Many attributes of the clicker emulate my students' current social networks. At the simplest level, my students become members of a group by enrolling in the course. However, the ability to efficiently ask the entire class for input on a topic, followed with the means to immediately share the overall results with them, actually allows them to communicate with each other, as well as with me. Background I teach at a regional university with an enrollment a little over 10,000 which offers 77 different majors, and graduate programs in 22 different fields.

Original languageEnglish (US)
Title of host publicationTeaching Mathematics with Classroom Voting with and Without Clickers
PublisherMathematical Association of America
Pages121-126
Number of pages6
ISBN (Electronic)9781614443018
ISBN (Print)9780883851890
DOIs
StatePublished - Jan 1 2011

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