Archives: Instructional Examples

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

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.

In recent years, Latulippe has begun using a brief online introductory survey to get to know a little bit more about students in her courses. She uses Microsoft Forms, but there are many other digital survey tools available including Qualtrics, Google Forms, Survey Monkey, or a quiz built into your LMS or online homework system.

Precalculus students listen to and discuss a talk which communicates to students that they have an inherent dignity apart from their grades. This message is foundational to creating a sense of belonging both in the classroom and in STEM fields.

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 ‘why’ of the coursework.

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 students leave the course with a resume-enhancing skills-based project to share in the future.

Professor Kimberly Jackson uses Chem Quiz to assess how students are progressing and determine any gaps in instruction that she can address. Professors address specific learning needs, adjust pace, and provide supportive pathways when necessary. This knowledge informs the course content, helping professors address specific learning needs and and provide supportive pathways when necessary.

Professor Kimberly Jackson uses Canvas combined with Aktiv Chemistry to provide daily and pre-class quizzes for her students. Depending on the course, students can earn tokens by taking daily quizzes, which can be used to retake “Mastery Quizzes,” or can earn participation tickets. 

James Gray, a professor of mathematics, clearly outlines the course structure on his equitizing syllabus for students. The progression of the course and its main components are explained, explicitly showing how the course is designed so that students know what to expect. Professor Gray’s approach could be translated to the set-up and design of a course’s LMS.

Edray Goins, a professor of mathematics and statistics, has students work on differential equation problems in Sakai LMS in virtual breakout groups. Working problems out in small groups allows students to work out numerical examples before coming back together to discuss with the larger class.