1. Education technology to “discuss” controversial topics in large- enrollment courses within the natural resources. John B. Dunning, Jr. Department of Forestry & Natural Resources Purdue University jdunning@purdue.edu

2. THE CHALLENGE FNR 103 (INTRODUCTION TO ENVIRONMENTAL CONSERVATION) IS OFTEN TAKEN BY STUDENTS TO MEET A GENERAL SCIENCE REQUIREMENT. RESULT: 450+ STUDENTS PER SEMESTER, AND MOST STUDENTS HAVE LITTLE EXPERIENCE WITH THE SUBJECT.

3. STUDENTS MAY FEEL ANONYMOUS & DISCONNECTED FROM THE PROFESSOR. LEADS TO POOR ATTENDENCE, LITTLE REASON FOR STUDENT TO FEEL ENGAGED.

4. NATURAL RESOURCE CLASSES DEAL WITH CONTROVERSIAL TOPICS & OFFER INSIGHTS INTO CURRENT NEWS. HOW DO YOU GET STUDENTS TO DISCUSS and UNDERSTAND THESE ISSUES? FIRES AT YELLOWSTONE NATIONAL PARK, AUGUST 2007

5. CLASSROOM PERFORMANCE SYSTEM (CPS) SINCE 2004, I HAVE BEEN USING EDUCATION TECHNOLOGY CALLED CPS, BY eINSTRUCTION. CPS MAKES LARGE LECTURE CLASSES MORE INTERACTIVE & ALLOWS ME TO “DISCUSS” TOPICS WITH THE STUDENTS

6. COMPONENTS OF CPS HARDWARE: RECEIVER THAT ATTACHES TO CLASSROOM COMPUTER. USES RADIO FREQUENCIES. SOFTWARE: eINSTRUCTION PROGRAM THAT TAKES SIGNALS RECEIVED FROM STUDENTS, TOTALS RESPONSES & SENDS REPORT TO INSTRUCTOR’S OFFICE COMPUTER. STUDENTS: PURCHASE A “RESPONSE PAD,” (“CLICKER”) SIMILAR TO A TELEVISION REMOTE.

7. RESPONSE PADS STUDENTS GO ONLINE TO REGISTER USE OF THEIR CLICKER IN FNR 103. SAME REMOTE CAN BE USED IN OTHER CLASSES, OTHER SEMESTERS. PURDUE PURCHASED BLANKET LICENSE, SO NO COURSE FEE.

8. USE IN CLASS WHEN CPS SYSTEM IS TURNED ON, I CAN ASK QUESTIONS. STUDENTS USE REMOTES TO ANSWER. ANSWERS ARE INSTANTLY TABULATED AND RESULTS SHOWN TO STUDENT FOR IMMEDIATE FEEDBACK.

9. QUESTION TYPES REVIEW OF PREVIOUSLY TAUGHT CONCEPTS, ESP. BEFORE TESTS. AFTER TEST, GO OVER QUESTIONS THAT STUDENTS FOUND DIFFICULT. USEFUL, BUT BORING!

10. QUESTION TYPES MORE INNOVATIVE: QUESTIONS THAT CHALLENGE STUDENT’S “COMMON SENSE” CREATE “TEACHABLE MOMENTS” BY USING CPS TO MAKE STUDENTS COME TO SURPRISING REALIZATIONS. ASK STUDENTS TO OFFER OPINIONS ON CONTROVERSIAL TOPICS.

11. RESULTS FROM PREVIOUS SEMESTERS FIRES STARTED BY PEOPLE SHOULD BE ALWAYS PUT OUT AS QUICKLY AS POSSIBLE. YESNO 2005 61% 34% 2006 45% 48%

12. RESULTS FROM PREVIOUS SEMESTERS A FARM CHEMICAL COULD GREATLY INCREASE FOOD PRODUCTION, BUT TINY AMOUNTS CAUSE GENETIC DAMAGE IN FROGS. 2006 2005 We should use the chemical to reduce world hunger 10% 12% We should not use it, to keep our drinking water safe 53% 51% I don’t care about frogs, but if it harms humans we shouldn’t use it 26% 29%

13. RESULTS FROM PREVIOUS SEMESTERS WHAT PRICES SHOULD THE FS CHARGE FOR TIMBER HARVEST? MAKE A PROFIT21% BELOW-COST IS OK19% KEEP THE TIMBER COMPANIES PROFITABLE18% NONE – USE LAND FOR RECREATION34%

14. ‘CLEAR SKIES INITIATIVE’ DO YOU SUPPORT GOALS OF 80% REDUCTION BY 2018? 20052006 YES 85% 79% NO 9% 11% CURRENT GOALS REQUIRE 90% REDUCTION BY 2010, DO YOU STILL SUPPORT? YES 46% 36% NO 52% 58%

15. BENEFITS OF TECHNOLOGY MOST STUDENTS SEEM TO ENJOY THE BREAKS IN THE LECTURE. SHOULD INCREASE UNDERSTANDING. INCREASES ATTENDANCE.