In an attempt to improve student learning, I incorporate active learning techniques into my classes, including group work, POGIL (process-oriented guided-inquiry learning) activities, discussion boards and personal response devices (or “clickers”). My research involves assessment of the effectiveness of these methods with respect to student learning. The assessment techniques include analysis of in-class and exam questions and surveys that measure levels of student engagement and learning gains.

The effectiveness of the active-learning techniques is investigated as a function of several variables, such as gender, ethnicity, student learning style, class size and class year. Another research project involves the creation of guided-inquiry modules that incorporate environmental data into general and physical chemistry lecture classes. These guided-inquiry modules enable students to derive concepts on their own, rather than just being told the definition of the term. These modules can involve different forms, from data sets with accompanying questions to case studies. Environmental data can be used to illustrate many topics, including density, kinetics, solubility, and adsorption.

Using Multiple-Response Clicker Questions to Identify Student Misunderstanding (Book Chapter)

Author(s): Daniel B. King

Personal response devices (or clickers) facilitate rapid student feedback to questions asked by an instructor during class. While they are most commonly used in large classrooms (more than 100 students) as a way to create an active learning environment, they can be effective in small classes (less than 30 students) as well.

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Sharing Pedagogical Techniques as a Mechanism for Interdisciplinary Contact (Article)

Author(s): Daniel B. King

As a chemistry faculty member, it’s not often that someone comes to me for fashion advice. So, naturally it was a surprise to receive an e-mail from the associate program director of Fashion Design at Drexel University’s Antoinette Westphal College of Media Arts and Design (Westphal College) asking for my help.

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Using Clickers to Identify the Muddies Points in Large Chemistry Classes (Article)

Author(s): Daniel B. King

One of the biggest challenges for instruction in large-enrollment introductory courses is identifying points of student confusion. One technique that is used to address this problem is the muddiest-point card. However, this technique is logistically difficult to implement in large classes.

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Redesigning the Preexam Review Session (Article)

Author(s): Daniel B. King

In a large enrollment, multiple-section course, review sessions enable efficient and consistent delivery of information to all students. A redesigned review session has been implemented to increase attendance and improve effectiveness.

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Gender Differences in the Use and Effectiveness of Personal Response Devices (Article)

Author(s): Daniel B. King

The use of personal response devices (or “clickers”) in the classroom has increased in recent years. While few quantitative studies on the effectiveness of clickers have been published, it is generally reported that clickers have been well-received by the students who use them.

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• Audience Response in the Classroom