'Flipping' the Big Bang - Implementing active and blended learning in an introductory level cosmology course

'Flipping' the Big Bang - Implementing active and blended learning in an introductory level cosmology course

Grant:
Faculty Development Fund (FDF)
Academic Year:
2012 - 2013 (June 1, 2012 through May 31, 2013)
Funding Requested:
$5,905.00
Project Dates:
-
Applicant(s):
ericbell
Overview of the Project:
Astronomy 142 – entitled ‘From the Big Bang to the Milky Way' – is run Fall and Winter semesters, and attracts typically 100 primarily non-science majors interested in learning about the evolution of the Universe from the time of the Big Bang to the present day, following the development of galaxies and stars. The main goal of this proposal was to revise the course design of Astronomy 142 to make as its centerpiece active learning during class sessions. As a result of the work supported by this award, the class is now partially 'flipped', where initial exposure to concepts happens before class (largely via a textbook, and occasional podcasts), and a variety of active learning techniques are now incorporated:. Active learning --- e.g., think-pair-share interactive questions, lecture tutorials, minute papers, concept maps --- now takes up ~30-40% of the class time. The majority of students have reacted positively to these changes, and learning gains (measured using a concept inventory pre and post-test) increased to 0.53+/-0.03 from 0.36+/-0.06 in a previous semester (with a different instructor).
Final Report Fields
Project Objectives:

More than a decade of research has revealed that classes incorporating active learning lead to improved learning compared to traditional lecture format. The main goal of this proposal was to revise the course design of Astronomy 142 - introductory cosmology and astronomy for non-science majors - to make as its centerpiece active learning during class sessions. This was achieved by both adjustment of the curriculum and content - cutting non-core content to allow for investment in the most important concepts - and by moving first exposure to course ideas outside of class - a step towards flipping the classroom. In addition, the flip allowed for me to respond quickly to class concerns using pre-class assessment of knowledge (Just in Time Teaching).

Project Achievements:

i) All class sessions have classroom response questions such as think/pair/share or minute papers; around half of the sessions have a larger scale activity such as a lecture tutorial or concept mapping. ii) The textbook and online homework system used to prepare students before class and check on their understanding and questions was felt to be a very valuable addition to class by students (end-of-term evaluation average scores for both components were higher than 4 on a 5 point scale). iii) 2/3 of the students reported that group work helped their learning. iv) Student learning at least was not harmed, and appears to have significantly increased. Use of pre and post tests using an astrophysics concept inventory showed learning gains = (post-pre)/(1-pre) increase to 0.53+/-0.03 from 0.36+/-0.06 in a previous semester (with a different instructor). v) The basic flipped structure has been passed to a large 1-credit mini-course (Astronomy 106: Aliens, ~400 students/semester) and while that course remains predominantly lecture-based, the last 2 semesters have seen more active learning in that class than ever before; student reaction to that was very positive (and these changes have been passed to at least 1 other instructor).

Continuation:
Yes, at least my version of the class is now partially flipped (and will evolve further that way, with time). Long term, I'd like to evolve more towards team-based learning, but I'm not sure if this class is the right one for that. I may also be able to pass on the work I've done to other instructors, and have them push this forward into other semesters.
Dissemination:
I have given a presentation to the astronomy faculty, and discuss strategies, insights, etc. from this course with them regularly. Furthermore, individual activities have been adopted by astronomy colleagues for their introductory classes. I have also discussed progress towards these goals with CRLT staff regularly. I also incorporated some of these ideas into a LSA teaching academy session that I facilitated last year.
Advice to your Colleagues:
i) Students want to help a class succeed. I made sure to communicate often with students about what was working, what wasn't, seeking feedback and advice, and they responded well to this with useful suggestions, and support and understanding when we try something and it's a mess. ii) I had time to plan out the flip the summer before I attempted it. It would have failed without that time investment. iii) Flipping is hard - I still lecture, too much (I characterize it as a partially flipped class). The crucial challenges that I think take either a lot of thought or practice to overcome are a) making sure that all the information that the students need to succeed in activities is in place and in a format/length that is appropriate (i.e., 15 mins of work before class, not hours) and b) that the activities cut to the core of the main conceptual challenges, and are best done in class. Getting good activities is hard and takes real thought, but one does get there in the end (i.e., don't give up!).
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