Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
One difficulty in adopting new classroom tools is persuading students to accept an educational technique out of their comfort zone. Our study investigated student perceptions when Calibrated Peer Review (CPR)™, a web-based program that uses writing for learning and assessing, was introduced into a general chemistry college classroom, and the strategies that helped convert initial intense opposition into acceptance and engagement. We will share the mistakes made, the reasons for students' like or dislike of CPR, the 4 year path taken to understand the issues and modify its implementation for a more positive classroom experience, and why the instructor persisted in the face of resistance. Our findings can be generalized easily to the introduction of any new teaching tool. The audience will have opportunities to pair/share with neighbors about their good, bad and ugly experiences with a teaching innovation and two easy statistical data-handling methods will be explained.
Session Format
Presentation
Location
Room 1908
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Keeney-Kennicutt, Wendy L.; Gunersel, Adalet Baris; and Simpson, Nancy J., "How Do You Get Student Buy-In to A "Wonderful (to You)" Teaching Innovation?" (2009). SoTL Commons Conference. 102.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/102
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons
How Do You Get Student Buy-In to A "Wonderful (to You)" Teaching Innovation?
Room 1908
One difficulty in adopting new classroom tools is persuading students to accept an educational technique out of their comfort zone. Our study investigated student perceptions when Calibrated Peer Review (CPR)™, a web-based program that uses writing for learning and assessing, was introduced into a general chemistry college classroom, and the strategies that helped convert initial intense opposition into acceptance and engagement. We will share the mistakes made, the reasons for students' like or dislike of CPR, the 4 year path taken to understand the issues and modify its implementation for a more positive classroom experience, and why the instructor persisted in the face of resistance. Our findings can be generalized easily to the introduction of any new teaching tool. The audience will have opportunities to pair/share with neighbors about their good, bad and ugly experiences with a teaching innovation and two easy statistical data-handling methods will be explained.
