Course:Intro to Calculus

Instructor:Dr. Jonathan Fredericks

Text / Problem / Solutions
Intro to Calculus - large class; prerequisite for several science study focus areas. /
  • Larger classes may create challenges for instructor to get to know students and their interests, as well as whether students understand the material.
  • Larger classes with students from different study focus areasmay create difficulties for instructor to tap into students’ interests, to challenge and motivate them, i.e., provide enhanced opportunities for engagement.
/
  • Ask students to create name cards, with their name and major/study focus area. Have student display these cards each day in class so that instructor can see them, can call students by name, and can develop awareness of each student’s focus area.
  • Adopt instructional technologies that increase communication and allow for alternate modes of expression AND allow instructor to know immediately whether students understand the content (e.g., clickers)
  • Ensure that examples, content and assignments are relevant to people from diverse backgrounds, experiences, and study focus areas, facilitating class engagement.

Course has longstanding problem with student retention – students many times either fail or drop the course. /
  • Poor persistence and retention is problematic to the college/university, especially for a course that is a prerequisite for further study. Colleges/universities want to increase enrollment, and of equal importance, want to increase persistence and retention!
/
  • Seek feedback from instructor and students (UDL instructor and student surveys), determining weaknesses in course and areas where UDL is needed.
  • Implement UDL in response to data from instructor and student surveys.
  • Track student perceptions and outcomes, before and after UDL implementation.
  • Share results with administration and colleagues, making case for dissemination of UDL.

Dr. Fredericks lectures on key concepts and underlying rationale of equations; writes notes on board as he describes concepts and equations. /
  • The length and passivity of lectures and their demand for sustained attention and concentration are significant barriers that render lectures ineffective.
  • Even though the words spoken in lecture are accessible because they can be heard and their meanings recognized, they raise barriers stemming from high demands on linguistic and cognitive abilities, including memory, attention and the amount of background knowledge they assume.
  • Because Dr. Fredericks has his back to the class during much of the lecture, he may be unaware of whether students are engaged or understanding the information he is covering.
/
  • Write equations and content on board, then face class for discussion! Include students in equation solving through use of clicker technology.
  • Make lectures interesting and exciting, connecting the information to current events, life experiences, and student focus areas.
  • Break up lecture time with activities, class participation, etc.
  • Give assignments that are relevant to students. Take time in class for students to describe how they completed those assignments and what they learned.
  • Use informative PowerPoint slides to accentuate important equations and theories. Make sure these slides are available to students before class.
  • Implement techniques to make the lecture structure more explicit and memorable and to reduce the cognitive load (e.g., by using repetition, explicitly stating the structure of the talk early and often, summarizing the points and making examples that are relevant to students’ lives and focus areas).

Students take notes and try to capture equations and comments while Dr. Fredericks speaks and writes on board. /
  • Instructor is unaware whether students are grasping content.
  • Limited opportunities for students to interact with content and express to one another what they are learning.
/
  • Make learning active and participatory.
  • Represent key concepts graphically, verbally and kinesthetically, involving students whenever possible.
  • Adopt instructional technologies that increase communication and enhance learning opportunities (WebCT discussion, clickers, SmartBoards, etc.)
  • Allow class time for students to work together on assignments.
  • Assign note-taking randomly to 5 – 6 students each week – post their notes on line for all to benefit from.
  • Post outline of lectures on line (e.g., P.Pt. slides) before class and allow students to print these notes and add lecture content to this outline.

Dr. Fredericks regularly asks if there are any questions. However, students seldom ask many questions in class. /
  • Students are not benefitting from class discussion & participation, and may not be understanding key concepts of the course. As a result, they may not even know what to ask.
  • Instructor does not know whether students are understanding the course concepts and content.
/
  • Use clicker technologyto engage students in lecture and to gather feedback anonymously as to whether they are understanding the equations and theories being presented.
  • Involve students in demonstrations of equations and theories, making sure that these activities are pertinent to students’ lives.

Exam results reveal that students do not understand principles well enough to solve equations on their own. /
  • Instructor has no method for determining whether students are understanding the content of the course until test results reveal the gaps.
/
  • Again, use clicker technology to determine each day/week whether students are understanding the key concepts of the course.
  • Post practice exams online from previous semesters.
  • Allow students to anonymously fill out a question card about class content one time each week. Use one class session each week to read and answer questions.
This gives students information they need and gives instructor feedback as to whether students understand the content.
Homework assignments, designed to compliment and reinforce course content, are turned in at the beginning of each class. This process takes several minutes and many times results in questions about grading and excuses for late work. /
  • Students are not understanding the information provided in the syllabus re: homework assignments, expectations of course, grading and consequences for late work .
/
  • Make course syllabus available on the Web prior to the first day of class.
  • Create class activity with FAQs from the syllabus, facilitating opportunity for students to become familiar with important information.
  • Create rubric with class assignments, possible points & due dates. Include space for students to track their points know their grades.
  • Allow assignments to be submitted online, with optional date and time limits.

Dr. Fredericks is frustrated by the rates of failure in his course. He invites students to come and see him during his limited office hour times, and he stays after class for a few minutes each day. Few students come to arranged office hours, fewer make appointments. /
  • Students most likely have jobs, commutes, and other challenges that prevent them from coming to limited office hours or staying after class.
  • Students may not realize until it is too late the importance of communicating with their instructor.
/
  • Offer office hours in flexible formats: face-to-face, email, telephone, etc.
  • Provide alternative opportunities in and out of class for students to communicate their questions and concerns (e.g., FAQs via clickers, weekly question cards, TA meetings, etc.)
  • Use online discussion groups to extend “contact time.”

Student feedback is not positive, with concerns expressed about the relevancy of the content to their majors, difficulty staying awake in class, and frustration with limited availability of office hours. /
  • When students are unhappy, the word gets around. If students feel their concerns are not being addressed, their attitude about and performance in the class will be affected.
/ Respond to student feedback. Make course relevant to their lives and study focus areas. Make efforts to have class sessions be interesting, relevant and exciting.Offer flexibility with office hours, including different times of availability, on-line communication, and small group discussions, Q & A opportunities and work sessions.

Case Study #1 – Solutions1