Catherine Rawn

Food for thought: In my research methods course last year (Psyc 217 Section 8, January 2010), participation points were highly correlated with final grades (excluding participation points or HSP credits, r = .48). In other words, almost a quarter of the variance in my students’ performance on exams and papers was predictable by their participation scores (r squared = .23). Participation was primarily determined by i>clicker scores, as well as verbal classroom participation. One way to interpret this finding is that my learning assessments (writing assignments, exams) rely on much of the same sort of active engagement for success as class participation does. We must be careful not to infer causation, but an interesting finding nonetheless.

My goals for this coming term are to:

1) explicitly state, use, and communicate learning objectives to guide each lesson;

2) collect and use comprehension checks at the end of each lesson;

3) collect and use mid-course feedback;

4) develop more thoughtful clicker questions.

They all reflect things I wanted to do last term, but for various reasons. Goals 1-3 are actions I typically do, but for the most part they fell off my radar while I was managing to maintain day-to-day necessities. Last term was my first time using clickers, so I think I now have a better grasp of how they can be used to enhance learning. I did my best last term, but there’s certainly room for improvement.

I’m thoroughly enjoying all of my classes – I feel the content is important and valuable, and I feel an engaged energy from my (700+!) students. From the moment I stepped into my first class this term my love of teaching students about psychology has been reaffirmed! And I’m loving the instant feedback and engagement that clickers are offering! It’s an exhilarating way to teach. But, I’m absolutely swamped… another lesson awaits!