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Enhancing Student Engagement in Large Lecture Halls with Small Group Activities

This showcase discusses effective strategies for implementing small group activities in large lecture halls, specifically in a Chem 101 course with 200-350 students. By incorporating a flipped classroom model and utilizing video assignments for out-of-class preparation, students can focus on problem-solving during class time. Mentors are present daily to provide supportive guidance, and groups are strategically formed and rotated to enhance collaboration. The approach promotes active participation and engagement, contributing to a positive learning environment supported by student feedback.

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Enhancing Student Engagement in Large Lecture Halls with Small Group Activities

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  1. Tips for Using Small Group Activities in Large Lecture Halls CFE Faculty Showcase November 1, 2013

  2. Chem 101 • 200-350 students per section • Flipped classroom: video assignments in order to have problem-solving time during class • Mentors present every day, prepared to assist with concepts

  3. Problem-solving groups • Students assigned to groups & seats using the Sakai PostEm feature • Usually 3-5 students per group • Move groups every 4 weeks • Assign new groups at mid-semester • Group students randomly or by design?

  4. Lecture hall constraints • How to manage with fixed seats? • Under-enroll classroom • Leave entire rows empty for Mentors to assist “interior” students

  5. Class structure • Ask question and have individuals respond • Show results • Encourage dialog, including Mentors, and repoll • Problem-solving is worth 3-5% of course grade • Does “right answer” count? Or is attendance enough?

  6. Mentors in action! http://youtu.be/lZjzWl2lm0w

  7. Student feedback re Mentors • Provide on-the-spot support • “It was really crucial to have mentors and tutors there helping me…” • [Course set-up] provided me with helpful feedback • [Course set-up] encouraged students to participate in class • Course was designed to keep me engaged in learning

  8. Creating a Mentor Program • Solicit students from previous semesters • Ask colleagues teaching similar courses to identify potential mentors • Advertise through Student Services and Departmental events

  9. Chem 296: Chem Ed Practicum • 1-3 credits, variable • Experiential education credit • Approximately one year from initial paperwork to course listing

  10. Additional Mentor responsibilities • Lead review sessions before midterms • Run recitations • Moderate Sakai Forums

  11. Hear from the Mentors • Benefits as student to having mentors in the classroom • Reasons for becoming Mentors

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