Matt Gilg, Biology
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Dr. Matt Gilg has used the CPS clicker system since Fall 2007. He adopted this technology as a means for engaging students and providing them with feedback on their performance in his large lecture Genetics course. The course covers the principles of classical and molecular genetics, including modes of inheritance at the individual, molecular and population levels. Students calculate observed and expected proportions of individuals with different genetic constitutions under assumptions of independent assortment, linkage and epistasis. Students are exposed to modern molecular techniques and use them to analyze genetic data.

Gilg uses the system for quizzing, which counts for 10% of the lecture grade. Students earn one point for incorrect answers on daily questions and three points for correct answers. This setup provides incentive for students to participate, but is low-stake to keep attention focused on the activity, rather than the scoring. In the student survey given at the end of the fall term, of the respondent’s from Gilg’s Genetics course, 76 % of students reported that the use of clickers made the class more interesting, and 71% reported that they were more likely to attend class because of the clickers.

In addition to daily quizzing, Gilg uses the clickers as a tool for employing Eric Mazur’s peer instruction method. This strategy for collaborative learning in large lecture courses is designed to engage students in critically applying the concepts of the course and expose common difficulties in understanding the material. The students are given a problem and have a few minutes to think about the question and formulate their own answers; they respond with clickers and a graph of the responses, usually with a wide distribution, is shown. They then spend two to three minutes discussing their answers in small groups, attempting to reach consensus on the correct answer. The students then respond again, and responses are typically now clustered around the correct answer, which is revealed at this point. The process compels students to think through the arguments being developed, and enables them and their instructor to get feedback on their understanding of the concepts during the class period. A student in Gilg’s class reported:

"Discussion time between peers really helped with understanding different ways to get the same answer and manipulate the data."

Gilg has found the use of clickers in his class to increase class participation and attendance. There has not been a significant increase in test scores in his Genetics course since implementing the system. The lack of difference may simply be due to the fact that Gilg has only used the system for three semesters and the difference is so small that it is imperceptible with the current data. Use of the system has also decreased the amount of material that is covered in class, but Gilg believes the increased attendance and focus of the students makes use of the system worthwhile.