Student feedback from end of course (EOC) evaluations indicated a strong desire to decrease the use of PowerPoint slides (i.e., “death by Powerpoint”) and increase the use of active-learning techniques during class. We therefore partnered with the ERAU-DB Center for Teaching and Learning Excellence (CTLE) to redesign the course by incorporating a variety of proven active-learning techniques to make the course more engaging and to enhance student understanding. These techniques included: use of classroom response systems; inverting the classroom; micro-labs using the “think, pair, share” strategy; daily online quizzes; and reformatting lecture slides to use the “assertion-evidence” method of presentation.
This presentation will discuss the many changes made to the course and their collective effectiveness. These changes were initially made in only roughly half of the course sections. Common assessments among all sections allowed for a quantitative analysis of the effectiveness of the course changes between the control group (those who taught the traditional version of the course) and the change group (those who incorporated the active-learning methods). Initial results show the sections that included the active-learning techniques exhibited higher mean exam scores. Indirect assessments via EOC evaluations were also overwhelmingly positive about the course changes.