1. Clickers in the Classroom
Don Sutherland
Lehman College
Bronx CUNY EdTech Conference
May 8, 2015

2. Credits
Alyson Vogel
Associate Director,
Office of Online Education

3. A university should be a place of light, of liberty, and of learning.
Introduction
A university should be a place of light, of liberty, and of learning.
—Benjamin Disraeli,
House of Commons, March 8, 1873

4. Introduction Learning applies to: Students in their coursework
Faculty in their instruction

5. Introduction About the Course:
Course: BBA 407 Strategic Management (4th Year Course)
Prerequisite Courses: ACC 171 (Principles of Accounting I) and BBA 204 (Principles of Management)
Additional Knowledge: Corporate Finance and Microeconomics

6. Introduction Major Course Components: Assignments
Information Literacy Session
Cases
Pre-course Diagnostic Exam
Quiz
Mid-Term Examination
Final Examination
Research Paper

7. Preliminary Assessment
Mid-Term Examination:
Two concept areas
Differentiation between entry barriers and exit barriers
Value chain analysis
Case problem

8. Preliminary Assessment
Concept areas were chosen on account of persistent student difficulty across semesters
The case study was chosen as it requires students to analyze a situation, synthesize information, and reach informed judgments

9. Before Clickers (B.C.)

10. Before Clickers (B.C.) Widely varying student engagement
Persistent areas of difficulty in course concepts
Difficulty in analyzing and synthesizing content

11. Before Clickers (B.C.)

12. Before Clickers (B.C.)

13. After Clickers (A.C.)

14. After Clickers (A.C.)

15. After Clickers (A.C.)

16. After Clickers (A.C.)
All present students participate in answering clicker questions
Students discuss their solutions with one another
Students try to understand why other students might select a given choice (even an incorrect one)
Classroom engagement is higher than if the instructor simply called on students to answer questions

17. After Clickers (A.C.) Student survey results:
100% felt that the use of clickers had facilitated their learning
1 student said that the impact was “slight” but positive
1 student recalled material from the clicker questions in addressing Mid-Term Exam content

18. Lessons to Date The early results are promising
Clicker questions should be developed strategically
Advance note-taking from chapters is critical preparation for students
Pedagogical needs should drive technology deployment; technology should not drive pedagogy
Regular, recurring collaboration with the Online Education Office is invaluable (“Once and done” is a recipe for failure)

19. Going Forward Analyze Final Exam data
Assess the impact on the standardized Realized Student Learning measure
Determine whether Mid-Term Exam knowledge gains were sustained
Make necessary adjustments
Intensify the development of clicker-related materials

20. The need for pedagogical innovation and improvement never ends.
Closing Thought
The need for pedagogical innovation and improvement never ends.

21. Clickers in the Classroom
Don Sutherland Lehman College (718) CUNY Commons: