INCORPORATING A CLASSROOM PERFORMANCE SYSTEM INTO AN INTRODUCTORY PHYSICAL GEOLOGY COURSE

The primary objective for using Classroom Performance System (CPS) response pads is to improve the performance level of a greater percentage of the students by converting traditional lectures into an active learning classroom. During the 2004-2005 academic year a campus wide initiative, coordinated through The University of Akron's Center for Collaboration & Inquiry, was undertaken to assess the use of CPS as an engagement tool to improve the learning environment in the classroom. The author's Introductory Physical Geology course is included in this study. The combination of conceptest questions and CPS response pads provide a mechanism for immediate assessment of the students understanding of basic concepts as well as providing a way of saving the results for future analysis. Inquiry based learning through in-class-exercises is an important part of the author's Introductory Physical Geology (Powerpoint) lectures because a “traditional lecture style” typically engages only a few highly motivated students. CPS has been added because it engages a greater number of students and can be used for rapid assessment of their level of understanding of course material. The response pads can be used for either individual or group-based responses. Student responses are saved on the computer and projected on the screen, typically presented in a bar graph format. A Student Satisfaction Survey (anonymous) presented in the 6th and 15th week indicate a high level of satisfaction with the CPS-conceptest approach to learning in Introductory Physical Geology. Compared to six previous sections of Introductory Physical Geology, taught by the author, class attendance is 5-15% higher and grades of the lower 50% (C or less) have improved by up to a half letter grade.