Digitally-Enabled, Evidence-Based Teaching Practice: Instructional Transparency

  • Using an Online Simulation to Connect Linear Equations and Electrical Circuits

    Active learning through online simulations and explorations increases student participation, moving them beyond receiving information to creating knowledge. This particular example builds connections between the theory of solving one-step linear equations and the application of Ohm’s law and electric circuits.

  • Making Math Help Accessible Through Smart Scheduling

    Learning difficult material can be challenging enough without the added physical separation from instructor support. April Crenshaw uses a digital scheduling system to remove common barriers to help-seeking, reducing the challenge of connecting students to support.

  • Study Skills Videos Support Student Development of Learning Strategies

    This study skills video series is designed to support students enrolled in developmental and introductory mathematics courses or corequisite courses. The videos serve students early in their math sequence and focus on building learning strategies, confidence, and persistence rather than introducing new mathematical content.

  • Structured Online Discussions in Calculus

    Students engage in a structured online discussion process designed to deepen understanding and foster community.

  • Welcoming Students and Setting Them up for Success

    Jennifer Byall encourages students to get off to a strong start through early communication and suggestions prior to the first day of classes.

  • Assignment Rubrics Ensure Instructional Transparency

    A digital assignment rubric allows all students to fair and equal access to the standards their grade on an assignment will be assessed by.

  • Using Practice Exams to Increase Proficiency and Reduce Anxiety

    Online practice exams create transparency around exam format and identify areas where students should practice more before the actual exam.

  • Testing Probabilistic Intuition Using Thousands of Trials in a Digital Environment

    Students are directly engaged through hands-on coding and experimentation in R, rather than passively receiving information. They create simulations, run trials, visualize outcomes, and dynamically explore probabilistic concepts, thus becoming deeply embedded in their own learning process.

  • Using Field-Relevant Digital Tools for Coursework and Projects

    Maria Tackett, a professor of statistical science, uses a combination of RStudio, Quatro, and GitHub to achieve this for her Statistics 210: Regression Analysis students. GitHub allows students to collaborate and have version control over their work, and finish the class with a portfolio piece relevant to the broader statistics field. This shows students the…

  • Using LMS Platforms and Discipline-Specific Digital Tools that Have Peer Assessment Features

    Maria Tackett, a professor of statistical science, employs peer assessment as a part of her overall statistics course structure the utilizes a self-created website and a GitHub repository. As a part of students’ main team project, they review other team’s projects and leave feedback directly within GitHub. Dr. Tackett uses GitHub and RStudio so that…