Thanks to Ben Wiggins from the University of Washington who shared the following two short articles discussing random call and issues of equity in the classroom:

What is your class telling you?

What to know when using random call.

Cheers,

Sierra Dawson PhD
Office of the Provost and Academic Affairs
Department of Human Physiology

Thanks to all who came out for the December 13^th Large Class Workshop and Celebration. There was a great turnout, and it gave us a chance to try out many of the new features of the 150 Columbia renovated classroom. Three unique qualities of the room are that it has glass “whiteboards” (they are actually yellow) on the walls for students to write on, it has cameras that can project the students or the whiteboards onto the overhead screens, and the seats are organized in clusters so that it is easier to reach students and answer their questions.

Since I had a list of attendees to draw upon from the RSVPs, we were able to playfully engage in the process of “random call” during the workshop. To be clear, random call in this case is used to achieve equity in participant air-time, not to encourage students to attend class or pay attention. I was introduced to the idea by my colleagues at the University of Washington, Jennifer Doherty, Mary Pat Wenderoth, and Scott Freeman, who use random call in their 600-seat classroom with a balcony. They started using random call because they noted that although 60% of the students in their classes were women, the men in the room answered questions in class 60% of the time. At UW, I observed the use of random call while I sat in the balcony of the 600-student classroom. Dr. Doherty had a list of student names, and after an active learning activity in which students interacted with one another, she called out a student name. They could answer, say pass, or simply not respond – in which case she would call another name. Remember, the goal is to provide the opportunity for the person called to share-out the group’s ideas, not to take attendance or judge the student in any way. No pressure. Just an invitation.

I plan on implementing random call this winter in my 280 student Human Physiology II course in 156 Straub. What are you planning to do this winter to make your big class feel small?

Sierra Dawson PhD
Office of the Provost and Academic Affairs
Department of Human Physiology

Making the big class feel small is not just on our minds here at the University Oregon. The Dec. 9 2016 issue of The Chronicle of Higher Education published an article with tips and stories about how to make the big class feel small. We will discuss some of those very same ideas at the Tuesday Dec. 13th 3pm Celebration and Workshop in 150 Columbia.

Please RSVP here. The link also includes a description of the event.

Sierra Dawson PhD
Assistant Vice Provost for Academic Affairs
Office of the Provost and Academic Affairs

Senior Lecturer II
Department of Human Physiology

2016 Teaching Excellence Fellow
UO Teaching Engagement Program

Dec. 13th from 3:00-5:00pm, in the newly renovated 150 Columbia.

As my year-long Teaching Excellence Fellowship comes to a close I hope you will join me and the UO Teaching Engagement Program (TEP) for hot drinks and sweet snacks, as well as insights regarding large class teaching and playful discussion to fuel our dreams of making our big classes feel a bit smaller.

Sierra Dawson PhD
Assistant Vice Provost for Academic Affairs
Office of the Provost and Academic Affairs

Senior Lecturer II
Department of Human Physiology

2016 Teaching Excellence Fellow
UO Teaching Engagement Program

Thursday Oct. 6, 8:30-9:30am next to the EMU Starbucks – conversation over coffee.

Friday Oct. 7, 4:00-5:00pm in the EMU Falling Sky – conversation over beer.

Looking forward to talking about our large classes, and sharing our collective wisdom on how to tackle logistical challenges, so that more of our time can be focused on student learning!

Teaching a large class brings its own logistical challenges, over and above those of a small classroom environment. But we don’t have to go it alone! Join me over coffee or beer (two of Eugene’s favorite beverages) to exchange ideas regarding our experiences managing our large classroom, while keeping student learning front and center. Whether you want to learn from others, or share your favorite tips, come to one of the following causal gatherings during week 2 of the term.

Thursday Oct. 6th 8:30-9:30am in the EMU fishbowl next to Starbucks

Friday Oct. 7th 4:00-5:00pm in the EMU Falling Sky Brewery.

Cheers!

Sierra Dawson

Assistant Vice Provost – Office of the Provost and Academic Affairs

2106 Teaching Excellence Fellow – UO Teaching Engagement Program (TEP)

Many large classes on UO’s campus have developed undergraduate “near peer” teaching assistants to help make their big class feel a bit smaller. In most cases, these teaching assistants have taken the course the year or two before, having the benefit of experience in both the logistics and content of the course.  Most faculty I have talked to have created their teaching assistant program from scratch, each of us separately re-creating the wheel. But there are formal, research-backed, programs that provide a framework for near peer assistants – for example – the Learning Assistant Alliance which started at the University of Colorado, Boulder.

On May 20th 2016 Oregon State University ran a Regional Learning Assistant Workshop, and a team from the Department Human Physiology attended. We currently have a large group of teaching assistants (over 115 students participated in different teaching assistant roles in multiple classes this year) and we are interested in developing a more official learning assistant program.

The Learning Assistant model includes a three pronged approach: Practice, Content and Pedagogy, meaning our near-peer learning assistants should be simultaneously learning about evidence-based pedagogy, learning more about specific course content, and practicing their knowledge of pedagogy in the classroom. Learning Assistants are not graders, and they are not Supplement Instructors, but they do play an active role in the large class and help to improve the student to teacher ratio!

We had a chance to talk to the OSU learning assistants, and watch them in action during a large class (~400 students) taught in OSU’s completely round classroom. They were each assigned a small section of the class where they answered students questions while students spent the 50-minute class period doing a POGIL worksheet. The classroom was alive with students interacting with one another and the teaching team. I tried, and failed, to find a student off-task (even those using their phones & computers).

If you are interested in learning more, create a login (free) on the Learning Assistant Alliance website to gain access to their resources. The 2016 International Learning Assistant Workshop will be at the University of Colorado Boulder, on Oct. 23-25, 2016.

Faculty teaching in our newest and largest class, 156 Straub, asked for help engaging students in the balcony. I put out a request to the SABER listserve (Society for the Advancement of Biology Education Research) , and received MANY helpful responses from faculty across the country. You can find it on this Blog by clicking on “Help: Straub Balcony” at the top of the blog’s homepage.

At the University of Oregon, we have started a conversation about how to make the big class feel small. We are dedicated to ensuring that students in large classes (70, 150, or even 540 students) receive the same quality education as those in small classes.

We began the process by inviting faculty teaching in each of our three largest classrooms (150 COL, 180 PLC, 156 STB) in winter term 2016 to a meeting in the classroom to discuss bright spots and challenges, along with allies from Academic Affairs, Center for Media and Educational Technology (CMET), the Registrar’s Office, Science Literacy Program and the Teaching Effectiveness Program.

The notes from a follow-up meeting with Ken Doxsee (Academic Affairs), Helen Chu (CMET), Mike Jefferis (Registrar’s Office) and me, Sierra Dawson (TEP Teaching Excellence Fellow 2016), are available via the links at the top of the page for faculty to read. There are some helpful tips for faculty teaching in these three large classes – so check it out.