Transforming Large Introductory Courses through Classroom Redesign
Abstract
Sometimes technology is as fundamental as the layout of a classroom. It can be difficult to keep students active while they are in a large, tiered lecture hall. In my home department, we have been fortunate enough to move into a new building, where we could design large, flat classrooms in which we can teach large active-learning courses. Our model is SCALE-UP, which stands for Student-Centered Activities for Large-Enrollment Undergraduate Programs. I am evaluating the change in teaching, using standardized test scores, semester grades, and student comments as evidence. Participants will discuss the spaces in which we teach and how our students respond.
Objectives:
- Discuss the classrooms in which we teach
- Describe the newly redesigned classrooms in my department
- Describe the instruction in these classrooms
- Present the results of research on the change in instruction
Learning Outcomes:
- Participants will be able to describe the limitations of lecture classrooms
- Participants will be able to describe the layout of an example of a large classroom where students can be active
- Participants will be able to compare performance of students in lecture classrooms and active-learning classrooms on conceptual inventories
- Participants will be able to describe the comments students make about active learning classrooms
Location
Room 1002
Recommended Citation
Blue, Jennifer, "Transforming Large Introductory Courses through Classroom Redesign" (2015). SoTL Commons Conference. 54.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/54
Transforming Large Introductory Courses through Classroom Redesign
Room 1002
Sometimes technology is as fundamental as the layout of a classroom. It can be difficult to keep students active while they are in a large, tiered lecture hall. In my home department, we have been fortunate enough to move into a new building, where we could design large, flat classrooms in which we can teach large active-learning courses. Our model is SCALE-UP, which stands for Student-Centered Activities for Large-Enrollment Undergraduate Programs. I am evaluating the change in teaching, using standardized test scores, semester grades, and student comments as evidence. Participants will discuss the spaces in which we teach and how our students respond.
Objectives:
- Discuss the classrooms in which we teach
- Describe the newly redesigned classrooms in my department
- Describe the instruction in these classrooms
- Present the results of research on the change in instruction
Learning Outcomes:
- Participants will be able to describe the limitations of lecture classrooms
- Participants will be able to describe the layout of an example of a large classroom where students can be active
- Participants will be able to compare performance of students in lecture classrooms and active-learning classrooms on conceptual inventories
- Participants will be able to describe the comments students make about active learning classrooms
