Bill’s Big Adventure Laptop Sophomore Math Bill Moss

A Brief History Lecture mode at the Naval Nuclear Power School, Georgia Tech, Old Dominion, and Clemson. 1995: CoES formed 1996: The big burst. 1997: Renovation of Martin Hall, SUCCEED TBCD co-PI, SUCCEED. Teaching Effectiveness workshop.

A Brief History [cont’d] 1998: Laptop Pilot, WebCT, SUCCEED workshop on teaching with technology. 1999: Laptop 208, SUCCEED teaching effectiveness trainers workshop. 2000: Laptop 208, SUCCEED new faculty workshop. 2001: Laptop 208, SUCCEED new faculty workshop.

A Brief History [cont’] 2002  Studio Laptop calculus III, differential equations, and linear algebra.  Moss, Weaver, Pargas, Grimes weekly seminar.  International College Teaching and Learning Conference and award.

Future  Fall: Studio Laptop calculus III and linear algebra  Spring: SCALE-UP Laptop differential equations in the renovated old student center ballroom.

Influences  RPI: Hesburgh award 1995 for Studio calculus and physics  U Del: Hesburgh award 1999 for Problem Based Learning  NSF SCALE-UP Project: NCSU, UCF, MIT, et. al.SCALE-UP

Research Base  How People Learn, Brain, Mind, Experience, School, National Research Council, National Academy Press, 2000.

Studio Calculus III The Calculus of the 3D World  Visualization is a strand that runs through the entire course.  Students build 3D solids by constructing their bounding surfaces, one surface at a time.  This course is more technically advanced than the traditional pencil and paper course.

Characteristics  Reduced lecture: mini-lectures  Course journal and Maple tutorials (TA graded)  Tutorials submitted via the WebCT dropbox  Low-stakes quizzes, individual and team  Team mini-projects  Team projects  Coaching by instructor and peers  Practice exams

Maple Tutorials  Instructional Objectives with suggested problems for each objective  Main mathematical points with examples worked by hand and with Maple  Course journal homework assignments  Maple problems to be worked at the end of the tutorial

Pedagogy  Covering the syllabus = writing it on the board. NO!  Teaching = talking for the entire 50 minute period. NO!  Can technology encourage students to be more independent, exploratory learners? YES!

Pedagogy  Students take responsibility for their learning.  Coaching enhances formative assessment.  Taking attendance and learning names is easy, absentees during studio time.  Frequent quizzes increase engagement.  Peer instruction is effective.  Studio time mixes individual and cooperative learning.

Student Surveys:  Calculus III Lecture unit – exam Studio unit – exam Survey 1  Differential Equations Survey 2: end of year survey, 206 and 208 students.