Expert TA Blog

According to Vanderbilt University’s Center for Teaching, Classroom Response Systems (CRS) are a series of tools used by instructors to facilitate teaching by actively collecting and analyzing student responses in real-time. A common form of CRS technology are in-class “clicker” systems. For example, an instructor may pose a question to the class and each student may respond using a clicker (handheld transmitter), a computer, or a mobile device. These responses are sent to the instructor’s computer that uses software to collect and summarize the student data.

So you’ve decided to flip your classroom, or maybe you have been using the flipped model for some time. Either way, you may be looking for effective in-class activities to engage students during the time in which they would traditionally be attending the lecture portion of your class. There are several ways to schedule this time in order to get the most out of the class session, which may include:

At Expert TA, we have always made it a top priority to provide instructors with the best possible protections against cheating online. The scope of the problem has never been greater, with the ever-expanding volume of solutions posted on the internet, and the advent of "tutoring" services through which students can have any problem solved in a matter of minutes. Our focus on this goal requires continual development and innovation..

On July 24^th, Expert TA’s CEO, Dr Jeremy Morton, spoke with with Dr. Richard Gelderman about the upcoming solar eclipse that will be visible across the united states. Dr. Gelderman is a Professor of Physics and Astronomy at Western Kentucky University and the director of the Hardin Planetarium.

There are a number of physics topics that relate directly to the core principles underlying the development of solar panels. With growing interest in the field of renewable energy, this may be a good opportunity to introduce your students to real-world applications of principles covered in class. We put together a basic overview of the technology, and included some additional resources, lesson plans, and even a list of degree programs for students interested in pursuing a career in renewable energy.

Background of PhET

PhET is a collection of more than 100 research-based interactive computer simulations developed by the University of Colorado, Boulder. The name "PhET" was originally an acronym for "Physics Education Technology." However, the PhET site now includes a broader suite of simulations not limited to just physics, but with chemistry, math, biology and earth sciences being supported as well.

Many instructors reading this are probably familiar with the flipped classroom model. The overall idea is to reverse the common classroom structure. Instead of lecturing in class and having assignments take place outside class time, students watch a pre-recorded lecture and come to class prepared to engage in discussion, group work, and projects. According to the Flipped Learning Network (FLN), it may be defined as “a pedagogical approach in which direct instruction moves from the group learning space to the individual space” making the group space a “dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively…”

If done appropriately, in-class physics demonstrations can be a great way to engage students and exhibit key concepts. Dr. Adam Beehler, Lecture Demonstration Specialist at the University of Utah shares a few of his favorites in the list below. Many of these examples are simple to implement in any classroom, though if resources are a concern, utilizing a video of the demonstration may be an effective alternative.

Some students will go to great lengths to cheat, as indicated by the recent story of students from the University of Kentucky climbing through the ceiling to steal an exam. Instructors today, however, are less likely to catch students with Sharpie™ notes on the bottom of shoes and more likely to find students sharing quiz answers online.

The first day of any class sets the stage of expectations for the semester, a chief component of which is the way in which students’ work will be evaluated. Stanford University’s Teaching Commons provides some basic strategies for an equitable approach to grading. These strategies consist of five elements: