Alpha Order of Brightidea

2007
Table of Contents
Name
List of Leahy Finalists
Pages
Alsardary, Salar
Interactive, Learning- Centered

Methods of Teaching Upper Level
Mathematics Courses
Jonnalagadda, Sriramakamal
Enhancing quality of instruction in

large classes
40
Maritz, Carol A.
Making the Move to an Aligned

Curriculum: The Revision of
Physical Therapy Issues I
57
Moelter, Stephen T.
Student Impressions of Self-Correcting

Multiple Choice Exams in
Cognitive Psychology
63
Tietze, Karen J.
Bingo Motivates Students to Interact

With Course Material
87
Featured Innovators
Alphabetical List by
1st Author
Title of Innovation
Pages
Alsardary, Salar

Methods of Teaching Upper Level
Mathematics Courses
Aurora,Tarlok Singh
Application of Test Generating

Software for Developing Assessment Material
Benau, Danny A.
Webinars for Remote Students
Blumberg, Phyllis
Summarizing student feedback on 1 page
10
Blumberg, Phyllis,
Cunningham, BJ,
Acton, Patricia,
Byrne, Barbara
Kerr, Buzz, Lyons, Janet
Siarzynski,Kristina,
Yudel, Rachel
Embedding student success skills in a

larger context
12
Bowman, Leslie Ann
The Who? What? Where? When?

Of Evaluating Information
14
Brunner, Bernard J.
Results of Using Personal Response Devices

in the Classroom (Keypads or Clickers)
16
Chan, Vicky, Tietze, Karen
Platform Patients: Jumping Points

for Integrated and Applied Learning
18
Crispin, Ruth K.
First Impressions
20
Diaz-Gilbert, Miriam
Mi Puerto Rico: Student PowerPoint Photo Essays
22
DeSipio, Janet
Student Facilitation
24
Earl, Grace
Rating the References: A Cooperative

Learning Experience
26
Earl, Grace
The March of the Clickers: Using the Audience

Response System in Lecture
28
ii
Featured Innovators
Alphabetical List by
1st Author (continued)
Title of Innovation
Flanagan, Anne Marie
Independent Peer Collaboration
30
Flanagan, Christine
Living Legacy Project
32
Gehrman, Philip
Service learning in health psychology
34
Harvison, Peter,
Morel, Diane, Tchao, Ruy,
Tejani-Butt, Shanaz
Kirifides, Michael,
Tarloff, Joan
A Peer Reviewed Written

Assignment in Principles of Toxicology II
36
Hope, Warren
Use of Haiku in Freshman Composition
38
Jonnalagadda,
Sriramakamal
Enhancing quality of instruction in large classes
40
Kearney, Pamalyn,
Kramer, Paula
Community Based Client Fieldwork Experience
44
Kramer, Paula
Making Students Responsible for Readings
47
Mahalingam, Madhu,
Morlino Elisabeth
Peer-Evaluation to Assess Group Problem

Solving in General Chemistry Recitations
48
Mahalingam Madhu,
Schaefer Fred,
Morlino Elisabeth
Promoting Student Learning Through

Use of Groups in General Chemistry
Recitations
52
Mandos, Laura A.,

Scholtz, Jean,
Sanoski, Cynthia
Use of Peer Review for Exam

Questions in a Capstone Course
55
Maritz, Carol A.

Curriculum: The Revision of Physical Therapy Issues I
57
McVeigh, Jeanette
How to Read a Scientific/Clinical Journal Article
61
Moelter, Stephen T.

Multiple Choice Exams in Cognitive Psychology
63
Pages
iii
Featured Innovators
Alphabetical List by 1st
Author
1st Author (continued)
Title of Innovation
Pages
Mostrom, Alison M.
Using Conceptual Diagrams/Maps

Promote Deep and Meaningful Learning
65
Nassir, Mohamed H.
Question of the Day
68
Oates, Melanie
World Caf
70
Packel, Lora,
Blumberg, Phyllis
Modified Problem Based Learning in

Pathophysiology
72
Pauley, David
Huddles
74
Peck, Lois H.
Major Themes in Biology
76
Peterson, Andrew
Learning Centered Teaching in a Large Class
78
Pophristic, Vojislava
Design and Development of an Advanced

Laboratory Course with an Interdisciplinary
Focus
80
Rosenthal, Bruce
Princess Stephanie Strategy Review
83
Schemm, Ruth
Random Grading to Foster Preparation

for Class
85
Tietze, Karen J.
Bingo Motivates Students to Interact with

Course Material
87
iv
Featured Innovators by
Departments
Title of Innovation
Pages
BIOLOGICAL SCIENCES
Mostrom, Alison M.
Using Conceptual Diagrams/Maps

Promote Deep and Meaningful
Learning
65
Peck, Lois H.
Major Themes in Biology
76
Webinars for Remote Students
Mahalingam, Madhu,
Morlino Elisabeth
Peer-Evaluation to Assess Group

Problem Solving in General
Chemistry Recitations
48
Mahalingam Madhu,
Schaefer, Fred,
Morlino, Elisabeth
Promoting Student Learning Through

Use of Groups in General Chemistry
Recitations
52
Pophristic, Vojislava
Design and Development of an

Advanced Laboratory Course with an
Interdisciplinary Focus
80
Crispin, Ruth K.
First Impressions
20
Diaz-Gilbert, Miriam
Mi Puerto Rico: Student PowerPoint

Photo Essays
22
Flanagan, Anne Marie
Independent Peer Collaboration
30
Flanagan, Christine
Living Legacy Project
32
Hope, Warren
Use of Haiku in Freshman

Composition
38
BIOMEDICAL WRITING
Benau, Danny A.
CHEMISTRY & BIOCHEMISTRY
HUMANITIES
Departments (continued)
Title of Innovation
Pages
INFORMATION SCIENCE
Bowman, Leslie Ann
The Who? What? Where? When?

Of Evaluating Information
14
McVeigh, Jeanette
How to Read a Scientific/Clinical

Journal Article
61
MATHEMATICS, PHYSICS AND

COMPUTER SCIENCE
Alsardary, Salar
Aurora,Tarlok Singh

Methods
of Teaching Upper Level Mathematics
Courses
Application of Test Generating
Software
for Developing Assessment Material
Brunner, Bernard J.
Results of Using Personal Response

Devices in the Classroom (Keypads
or Clickers)
16
Nassir, Mohamed H.
Question of the Day
68
Kearney, Pamalyn,
Kramer, Paula
Community Based Client Fieldwork

Experience
44
Kramer, Paula
Making Students Responsible for

Readings
47
Schemm, Ruth
Random Grading to Foster Preparation

for Class
85
Oates, Melanie
World Caf
70
Rosenthal, Bruce B.
Princess Stephanie Strategy Review
83
OCCUPATIONAL THERAPY
PHARMACEUTICAL AND
HEALTHCARE BUSINESS
vi
Title of Innovation
Pages
PHARMACEUTICAL SCIENCES
DEPARTMENT
Harvison, Peter,
A Peer Reviewed Written

Assignment in Principles of Toxicology
II
36
Enhancing quality of instruction in

large classes
40
Embedding student success skills in a

larger context
12
Chan, Vicky, Tietze, Karen
Platform Patients: Jumping Points

for Integrated and Applied Learning
18
Earl, Grace
Rating the References: A Cooperative

Learning Experience
26
Earl, Grace
The March of the Clickers: Using

the Audience Response System
in Lecture
28
Mandos, Laura A.,

Scholtz, Jean, Sanoski, Cynthia
Use of Peer Review for Exam

Questions in a Capstone Course
55
Peterson, Andrews
Learning Centered Teaching in A

Large Class
78
Morel, Diane, Tchao, Ruy,

Tejani-Butt, Shanaz
Kirifides, Michael,
Tarloff, Joan
Jonnalagadda, Sriramakamal
PHARMACY PRACTICE/
PHARMACY ADMINISTRATION
Blumberg, Phyllis, Cunningham,
BJ,
Acton, Patricia, Byrne, Barbara
Kerr, Buzz, Lyons, Janet
Siarzynski,Kristina, Yudel, Rachel
Tietze, Karen J.
Bingo Motivates Students to Interact

with
Course Material
83
vii
Title of Innovation
Pages
Student Facilitation
24
Huddles
74
Maritz, Carol A.

Curriculum: The Revision of Physical
Therapy Issues I
57
Packel, Lora, Blumberg, Phyllis
Modified Problem Based Learning in

Pathophysiology
72
Gehrman, Philip
Service Learning in Health Psychology
34
Moelter, Stephen T.

Multiple Choice Exams in
63
Summarizing Student Feedback

on 1 page
10
PHYSICIAN ASSISTANT
DeSiptio, Janet
PHYSICAL EDUCATION
Pauley, David
PHYSICAL THERAPY
SOCIAL SCIENCES
TEACHING AND LEARNING

CENTER
Blumberg, Phyllis
viii
ix
Educational Practices that Work

At the University of the Sciences in Philadelphia
The Teaching and Learning Center of the University of the Sciences in Philadelphia is proud
to produce the eighth annual document of educational abstracts. Previous editions of the
Document of Innovations have been recognized as one of the best ways to know how
faculty are making changes in their teaching. This document contains abstracts of
educational practices that work at USP. Many are new innovations; some have been
implemented for a few years. As in previous years we feature the finalists for the Patricia
Leahy Award for Learning Innovations. Over the past few years, the quality of this award
has greatly improved. Now many of the submissions reflect true Scholarship of Teaching
and Learning. Some of these faculty are ready to submit their ideas to referred professional
journals. This year we instituted a new award, called the Educational Bright Idea Award.
These awards are for newer or smaller educational innovations. Many of these faculty have
not yet collected assessment data on their innovations. Some faculty who submitted
abstracts chose not to be part of the Educational Bright Idea Award.
The overall goal of this document is to improve teaching and learning. Many faculty are
trying teaching innovations, as evidenced by the earlier set of Document of Innovations
published to date and this version of Educational Practice that work.. A compilation of all
the teaching practices into a book allows others to learn about these ideas and adapt them.
This document provides faculty ideas that have worked with our students.
This document is disseminated throughout the campus and to interested people outside the
University to give increased recognition to individual faculty who strive to improve their
teaching as well as others who enable students to learn more. Hopefully, this document
will help faculty to collaborate on new ideas and will inspire others to try new methods to
improve their teaching and learning.
All of the innovators welcome feedback on their ideas. If you use or adapt an innovation,
please give the author credit and tell the original innovator how it worked.
To submit a description of an educational practice for next years edition, please use the
submission form in the back of this document. Please submit it electronically.
Phyllis Blumberg, Ph.D.
Director of the Teaching and Learning Center
May 2007
Leahy Finalist
Title of Innovation: Interactive, Learning- Centered Methods of Teaching Upper Level
Mathematics Courses
Name of Innovator: Salar Alsardary
Telephone Number: 215-596-8761 Email Address: s.alsard@usip.edu
Department: Mathematics/Physics/Computer Science
Type of Students: Intended for Computer Science majors, minors and Mathematics minors
Type of course or activity where implemented: Required, Elective
Leahy Innovation Submission: Yes
Course or activity where implemented: Discrete Mathematics, MA 314
Describe rationale or goals of innovative educational activity:
To actively engage the students with the content

To identify the mathematical foundations they need for their future studies
To be able to choose a modeling approach which is an important problem-solving skill
To be able to demonstrate mathematical reasoning skill in order to read, comprehend, and
construct mathematical arguments
To know your students better in order to increase and improve the learning process
Describe the innovation and its implementation:

This innovation has three major components:
First: Student-faculty interactive presentation of content
The Instructor models how he expects students to do presentation on the first few sections of the
chapter (first week of classes)
Explain content
Give examples
solve problems
Assign homework problems
Either individually or dyads the students prepare a section of the chapter for the class presentation
that the faculty assigns to them on the first day of classes
The students interacts with the instructor in advance to discuss the content and the
accuracy of their PowerPoint presentation, and handouts
The instructor does not lecture on the content independently of the student presentation
Students start with the presentation and explain the material and do some problems
At each step the instructor asks for questions about the section that the student presenting
The instructor elaborates, clarifies, further explains, and gives extra examples to clarify the
concepts throughout the student's presentation
Periodically the instructor presents some sections of the course
The instructor facilitate peer feedback on student presentations
Second: Student presentation of application of Discrete Mathematics at Regional Mathematical

Association of America (MAA/EPADEL)
Pairs of students meet with the instructor to select the topic

Students research the topic
Students develop a PowerPoint presentation
Students meet with the instructor to go over the material
Students make 8-10 minute presentation in class
Other students and the instructor give feedback on the presentation
After in-class presentation, students revise and improve their presentation in advance of the
presentation at the regional meeting
Instructor recommends that the students practice their presentation out of class
The students present in the EPADEL meeting which is the first presentation for them to
present at professional meeting
Majority of the other presenters at this meeting are Mathematics majors whereas none of
the USP students are Mathematics majors
Instructor handles all logistical arrangements so students can attend the meeting
Students get official recognition from MAA
Third: Take-home tests
The instructor distributes the test to the students and gives them few days to return the test
The instructor grades the tests and schedules some time with each student to go over the
test in his office
During the meeting, the instructor asks conceptual questions about each problem in the test
to see the level of understanding of each student
If there is a problem in understanding any point in the test, the instructor explains the
concept thoroughly for the student
At the end of the meeting, the instructor adjusts the grade for each student according to the
explanation that student gives for his test
Describe any changes in the implementation:

I have been using this method for seven semesters with only minor changes. I do not expect doing
any major changes in the future.
Describe outcomes, especially learning outcomes, and the implications of the innovation:
Sharpen the students mathematical communication skills because of the in class and at the
EPADEL meeting presentations
Instills pride, self-confidence in the students after a successful presentation
Gain experience doing a professional presentation related to mathematics
Help students understand the material better.
Learn connection between Discrete Mathematics and their discipline.
Help students understand Mathematical reasoning in order to read, comprehend, and
construct Mathematical arguments.
Reflect on what is working and why it is working:

For many years, I was presenting this course as lecture-based course, but after attending many
workshops that was offered by the Teaching and Learning Center and reading the Learner
Centered teaching book by Dr. Maryellen Weimer, I realized that it is the time for me to switch
from lecture-based practice to an interactive learning centered practice. The reason that this
approach worked is that the students became self and life-long learners and they started to
communicate mathematically better. The students commented that this approach was completely
different than any other Mathematics courses they ever studied and they learned the material more
effectively. Also they said that the course load in this course compared with a course in their major
was significantly lower.
Describe student reaction to the innovation:
In the beginning of the semester:
Students expressed doubts about these teaching methods

Students had a lack of confidence in their abilities
to teach Mathematics, to learn from their peers
Were concerned the course would be too much work
Why I am paying tuition when I will have to teach myself?
At the end of semester:
the students' doubts were gone

They liked these methods "it is a different way of learning Mathematics"
The EPADEL presentation was a wonderful experience. This was dreaded at the beginning
Student confidence in their ability to communicate Mathematically improved
Will the innovation be sustained within the course? Yes

If Yes, will you do anything differently?
I used to assign the sections that the students present randomly but if I teach the course
next time, I will assign hard sections of the course to strong students and easy sections to
weak student
I use to give students the option to meet with me individually to ask any question about the
section that they are presenting before presenting it to the class, but if I teach the course
next time, I will make it mandatory to meet with me.
I will assign long sections in the course to two different students to present in the class
because it will be too much work for one student to present.
Will you implement this innovation in other courses? Yes

Describe the other courses:
Introduction to Graph Theory, MA 340
What advice would you give to other people adapting this innovation?
Easy for instructor to take over, say too much when students are struggling
When students struggle, instructor thinks this is not efficient and this is very time consuming,
but allowing students to figure things out on their own is an excellent way for them to learn
better
Plan in advance what topics instructor should cover, what topics students should cover
Assign students to topics depending on their strengths
Importance of pre-presentation 1:1 meeting
The instructor spends about four hours/week outside of class meeting with the students in
this course
Title of Practices: Application of Test Generating Software for Developing Assessment

Material
Name of Implementer: Tarlok Singh Aurora
Telephone Number: 215 596 8911 Email Address: t.aurora@usip.edu
Department: Mathematics, Physics and Computer Science
Type of Students: All type
Level of students for which this practice can work: Any level, General education, Advanced
undergraduate, Graduate/professional
Type of Course or activity where implemented: Lecture, Lab, Online class
Size of class where this practice can be implemented: Any size
Describe the rationale or goals of the educational practice:
Rationale: Greater emphasis on learning outcomes in higher education. Tools commonly used to
assess learning outcomes: tests, quizzes, projects, homework etc. Designing suitable tests
requires a lot of time. Faculty's many commitment at work: may not always have enough time to
design a good test before the testing day. Searching for and modifying old tests: time consuming.
Commercial test banks may not contain questions of interest. For example, physics test banks
contain very few health science and biological examples. There is a need to develop customized
question banks which could be used quickly to generate quizzes or tests. Multiple versions of a
test are needed to discourage cheating on examinations. This Presentation Describes the Use of
ExamView to keep chapter goals, objectives, reading assignments, student self-quiz in one place
for easy access. To build a question bank gradually. To generate tests and quizzes quickly. To
print out multiple versions of one test by scrambling questions and/or answers.
Describe the practice:
I have used the Examview software for building question banks for introductory physics, astronomy
and biophysics. For introductory physics, I have developed chapter outcomes for mechanics, heat,
sound, electricity, magnetism and optics. These outcomes are accompanied by reading
assignments and self-quizzes. I plan to handout outcomes, reading assignments and quizzes to
the students (or post on ANGEL) before a new topic or chapter is started in class. The reading
assignments are "directed" assignments to help students learn some important concepts before
coming to class. In addition to outcomes statement, reading assignments and self quizzes, the
question banks contain many multiple choice, essay, matching and numerical response questions.
These questions will be used on quizzes and tests. These test banks were gradually built by
importing old test files and typing in new material. I have used tests made with Examview in
introductory physics courses in one semester. However, I have used Examview more often with my
astronomy course. For astronomy course, I use the commercial test bank and add my own
questions to it, based on the additional topics covered in class. I print out multiple versions of the
same test (for fairness) by scrambling questions and/or answers. No evidence of cheating was
detected during examination. I have found Examview easy to use to build question bank gradually
and print out tests in shorter time. It has allowed me to keep more of my teaching material in one
place, for easy access.
Describe any changes in the implementation since the first time you used it:
I am careful in scrambling answers because sometimes "none of the above" can become the first
choice on a multiple choice question. I am also more careful in making multiple choice answers in
anticipation of problems encountered with scrambling answers.
6
Describe any outcomes, especially learning outcomes, and/or the implications of the
practice:
The software allows gradually building a question bank. The question bank can also store
outcomes, reading assignments and quizzes for easy access. The physics question bank is in
progress and has not been used extensively enough to describe learning outcomes at present.
Examview software is useful in generating customized question banks and tests. It is useful in all
courses where different types of questions are asked on tests. The ability to print out multiple
versions of one test is very helpful in preventing cheating on in-class examinations.
In which types of courses would this technique be appropriate?
Describe student reaction to the practice:
Students appreciate multiple versions of the same test because it prevents cheating, while the
material being tested on is the same for all students.
Will the practice be sustained within the course? Yes
The software can be used for online testing. I may use it for online physics quizzes or practice
problems in future.
Will you implement this practice in other courses? Yes
Explain
At present, I am using it to develop question bank for introductory biophysics course.
What advice would you give to other people adapting this practice?
If you like to develop customized question bank gradually, this software is easy to use. You can
use your customized questions bank along with those commercially available to place more
emphasis on what you need, such as health science applications in a physics course or
applications of mathematics in health sciences.
Do you want this abstract to be considered for a Bright Idea Award? Yes
Title of Practices: Webinars for Remote Students

Name of Implementer: Danny A. Benau
Telephone Number: 215-596-7509, 610-864-1901 Email Address: d.benau@usip.edu,
danbenau@comcast.net
Department: Biomedical Writing Program
Type of Students: Online students
Level of students for which this practice can work: Any level
Type of Course or activity where implemented: Online class
One of the major problems of online teaching is maintaining contact with the students to answer
questions, demonstrate techniques, and to keep the human touch. Teleconferencing alone doesn't
permit visual aids; taped demonstrations are devoid of interactivity; chat rooms favor the best
typists and best broadband connections. Webinars allow real-time demonstrations, interactivity,
and spontaneity.
Webinars allow us to show remote students anything that is on our own computer screen while a
simultaneous teleconference permits audio participation. Students download the viewing software
and are given the webinar time and URL and the teleconference phone number by email invitation.
Up to 100 students can participate interactively, up to 1,000 students can participate in attendee
mode without interaction.
Originally we used online meeting software that only allowed 10 participants. This expanded
webinar system allows participation by larger classes. The original software was only for Microsoft
Windows; the current build allows both Windows-based computers and Macintosh computers. We
have expanded the use of this software to all online Biomedical Writing Program courses.
practice:
The use of this system with online students has given them a feeling of inclusion far greater than
with discussion boards and chat rooms. The ability to use visual demonstrations to answer
questions spontaneously has improved instructor/student communication dramatically.
The key to the success of this practice is the ability to communicate spontaneously with the
students both visually and by phone. This gives a classroom feel to the sessions that was absent
when only teleconferencing or when only prepackaged presentations were given. This feel is
maintained even though our students are online from both the east and west coasts and points in
between.

I first used this software midway through the autumn 2005 semester. The student reaction was
dramatic. They overwhelmingly preferred it to previous conferencing methods. Those who went on
to different courses within the Biomedical Writing Program requested that it be used. We now use it
in all online courses for the program.
We are now looking into recording the sessions for podcasting so that we don't have to repeat
sessions for students who cannot attend due to schedule conflicts.
We have implemented this in all of our online courses.
Start with a small class and with online meetings (10 or less). These are easier to set up and allow
practice before trying to implement a large webinar. Do not use streaming video or audio casting.
These can freeze older computers that are connected by dial-up. Typing into Word onscreen or the
use of electronic white board will work. Websites can be explored, PowerPoint presentations can
be used, searches can be conducted in real time. All of these should be used to broaden the
online experience.
Title of Practices: Summarizing student feedback on 1 page

Name of Implementer Phyllis Blumberg
Telephone Number: 215-895-1167 Email Address: p.blumbe@usip.edu
Department Teaching and Learning Center
Type of Students: all
Type of Course or activity where implemented: Lecture, Lab, Service learning, Field/clinic
experience, Online class, Seminar/discussion
We are often overwhelmed with student feedback and course evaluation data. Instructors
sometimes do not put information into perspective, but focus on a few outer comments, especially
the negative ones. In addition, we need to balance the positive and the negative comments on the
evaluation forms. Therefore, I wanted to create a simple to use and easy to understand summary
sheet.
Construct a student evaluation/ feedback summary table with 5 columns. Label the columns:
Topics/ activities/ items evaluated, + liked, neutral, - disliked, comment. What you list in the first
column will depend on what you receive evaluation or feedback data. For example: Tests were
appropriate. The standard course evaluation form can be summarized this way. Put the numerical
data, percents, or means in the liked, neutral or disliked columns. Summarize the comments. The
most important comments to note are those that offer suggestions that you can do something
about, or ways for you to change the course
Sample course table. Evaluation summary
Topics/
activities/ items
evaluated
Tests were
appropriate
Assignments.
Small group
activities ..
Instructor was
fair, objective
Instructor was
organized
The level of
difficulty of the
course
Etc.
+ liked
neutral
- disliked
comment
10
I refined the topics listed
practice:
It was a very efficient way to summarize much student evaluation data. I shared this feedback with
other instructors. They understand the form and the information immediately.
It is easy to do, and conveys much information efficiently. It helps instructors to see the balance in
my teaching. For example about half of the class liked one assignment; the other half did not like it.
The mean was in the middle, which did not show the distribution as well.
Not shared with students
Nothing
Explain
It can be used in all courses.
Try to keep the summary to 1 page. Record comments that are the most helpful for you when you
revise or review the course. For example, I got an insightful comment from a few students to move
a particular assignment to earlier in the semester so it can be more useful.
Do you want this abstract to be considered for a Bright Idea Award? No
11
Title of Practices: Embedding student success skills in a larger context

Name of Implementer(s): Phyllis Blumberg, BJ Cunningham, Patricia Acton, Barbara Byrne,
Buzz Kerr, Janet Lyons, Kristina Siarzynski, Rachel Yudel
Telephone Number: 215-895-1167 Email Address: p.blumbe@usip.edu
Department: The instructors come from different departments, but this course is taught
within DOPPA, and the Dean's Office of PCP.
Type of Students: First year students
Level of students for which this practice can work: General education
Type of Course or activity where implemented: Lecture, Seminar/discussion
Students in the first year orientation course complain that this is a stupid course because it focuses
on student success skills such as how to organize their time and how to cite references
appropriately. Most students think they already know this material, yet they do not use these skills.
We incorporated these success skills into another project so the students were learning the
content in a specific context and not in an abstract way. Students practiced the success skills and
reflected on their work in a more acceptable manner to them.
We incorporated success skills such as working in groups, information literacy skills, time
management, researching information using electronic sources, presentation skills into a larger
group project where students had to research and present on a disease or health promotion topic.
For example, one of the skills that we want the students to learn is oral communication. Each
student made a short, formal presentation to the class on one aspect of the disease or health
promotion topic that they researched. They answered questions from the audience both in class
and at a health and science fair attended by the entire first year students, many faculty and staff.
Over the years we have eliminated more lectures on these student success skills and incorporated
more into the group project. We have increased the weight of the project by adding various
assessments of success skill components and student reflections of their abilities on these skills.
Instead of just the product being assessed, we now assess for academic success skills
incorporated in the project. Previously, these skills were assessed separately. For example, we
use to require a separate assignment on finding and evaluating references, now this assignment is
part of the work they do for the health project.
practice:
The group project was generally successful and popular with the students. Students took each
component of the project more seriously and did a better job learning the skills than previously.
Students' ratings of the course have gone up since we integrated academic success skills within
the health project. Students complain less about having to discuss these concepts.
12

Learning occurs best in context. Many students think they already know student success skills, so
they do not take the discussions or exercises practicing them in the abstract seriously. However,
when they are embedded practice on these skills within a larger context of a group project,
students learned them by doing them.
Students felt they learned a great deal about the topic they researched. They felt that they learned
student success skills, especially how to plan and implement a large group project.
We plan to continue this project again next year.
Will you implement this practice in other courses? No
Explain
Not appropriate in other courses
Make the expectations and the way you will assess students very clear. Give feedback throughout
and allow students to improve less than satisfactory performance
13
Title of Practices: The Who? What? Where? When? Of Evaluating Information

Name of Implementer: Leslie Ann Bowman
Telephone Number: 215-596-8964 Email Address: l.bowman@usip.edu
Department: Information Science/J.W. England Library
Type of Students: Any
Type of Course or activity where implemented: Lecture, Lab, Online class,
Seminar/discussion
To encourage students to think more critically about the sources of information they use, especially
the sources they find on the Internet
Evaluate several websites on the same topic by asking the class the following questions: WHO
wrote the site? What are the authors' credentials? What is the authors' bias? (I usually point out
that there are no unbiased websites, but there are nonpartisan ones.) WHAT is the quality of the
information here? Are there typographical or grammatical errors? Are there links to reputable
resources? WHERE is the website? .gov sites are government sites and often have good
background information and statistics. .edu sites are usually at universities or colleges but the
author may be a student! Other types of sites (.org, .com, .net, etc.) must be evaluated very
carefully especially for their bias before using their information. WHEN was the information posted?
Could it be outdated? Does it matter how old this information is? I encourage students to verify the
information they find in one source in other sources. If one source says a disease is curable but all
other sources say it is not, the first source should not be used. DISCLAIMER: These questions are
not original with me. Different forms of them have been used by librarians and faculty since long
before the Internet began. I adapted this format from the University of Oregon Libraries' webpage
"Evaluating Information on the World Wide Web" originally by Juanita Benedicto and now
maintained by Barbara Jenkins (http://libweb.uoregon.edu/guides/searchweb/evaluating.html;
accessed April 18, 2007).
I have given variations of this lesson to classes of all sizes and at all levels. The lesson works best
when the students have looked at one or more of the sites before class or during a lab session in
class. The lesson also works best in a question-and-answer format rather than as a lecture.
practice:
Students will choose acceptable sources for assigned papers or projects in the course.
Most students evaluate the websites they use although seldom with all of the above criteria. This
lesson takes what students already are doing right and expands on it.
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Most students view the exercise as an opportunity to be critical in a low-risk setting. Class
participation is usually good and sometimes it is enthusiastic.
Probably. I tailor the lesson to the individual class, and emphasize different criteria depending on
the students' level(s), their major(s) and the assignment at hand.
I or another member of the Information Science faculty will be happy to present this lesson in any
course at the university. Please contact me to make arrangements for us to come to your class or
for help in presenting the lesson yourself.
Choose the sample websites carefully. I usually choose between four and six sites, and make sure
that one of them is really really bad. I often use a chronic disease (e.g.,arthritis, fibromyalgia) as
the topic and then find a site that claims to have the cure for it. I also look for very attractive
websites from well-respected companies or industry trade groups that can be counted on to have a
distinct bias. The point I make with such sites is that the sites are unlikely to contain any lies, but at
the same time they may not contain the whole truth.
15
Title of Practices: Results of Using Personal Response Devices in the Classroom (Keypads
or Clickers)
Name of Implementer: Bernard J. Brunner
Telephone Number: 215-596-8898 Email Address: b.brunne@usip.edu
Department: Mathematics, Physics and Computer Science
Type of Students: All students especially in larger classes.
Type of Course or activity where implemented: Lecture
Size of class where this practice can be implemented: 31 - 69, 61 - 100, Greater than
The goal of using keypads is to encourage the engagement of students with the subject matter and
in their own learning particularly in the context of larger classes.
Conceptual questions with multiple choice responses are presented to students in class. The
questions may be from questions posted the previous evening on a web site (Just -in-Time
Teaching), they may be standard conceptual questions used in the discipline, they may be
questions related to predicting the result of a live or videotaped demonstration to be done in class,
or they could be questions which arise within the class while considering the current topic.
Students respond by using their keypads or clickers. The distribution of responses is displayed
graphically after the polling is stopped. Unless the response is nearly unanimous, the students will
be asked to discuss the question in groups and the class will be polled again to see if a better
understanding has been reached by the class. Additional discussions and polling may follow a hint
from the instructor when the class is overlooking some information or misunderstanding the
concept.
I have tried to use the keypads more often and at different times during the class.
practice:
The Force Concept Inventory (FCI), a widely used standardized test in Newtonian mechanics, is
used to measure conceptual learning that occurs in the first semester of a physics course. The FCI
was used to follow changes as teaching practices were introduced or modified. Normalized gain or
G-score, the fraction of the maximum possible change in individual of class average from pre-test
to post-test, was used as a measure of the effectiveness of the implementation of a technique or
change in technique. The normalized gains in my class have varied, but have moved from about
0.33 to 0.42 with the introduction of the use of keypads.
After initial technological problems were overcome and I became more comfortable with using
discussions, class normalized gains showed noticeable improvements.
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Student response to the keypads is favorable except for the cost to the student (Fall 2006).
Keypads work well." "Were a bit expensive but were a great addition to the course. Lets everyone
see and discuss what the class as a whole knew about the material." They were fun (but very
expensive.)" "Keypads too expensive but cool."
I will try to respond to situations of misunderstanding of material as they arise within class by
composing questions to pose and typing them in as they occur.
Explain
New Physics course for Pharmacy majors.
I recommend having students register keypads rather than relying on anonymous responses. This
holds individual students accountable.
17
Title of Practices: Platform Patients: Jumping Points for Integrated and Applied Learning
Name of Implementer(s): Vicky Chan, Karen Tietze
Telephone Numbers: 215-596-8738, 215-596-8854 Email Addresses: v.chan@usip.edu,
k.tietze@usip.edu
Department: Department of Pharmacy Practice and Administration
Type of Students: First professional year-Doctor of Pharmacy
Level of students for which this practice can work: Graduate/professional
To apply integrated patient cases that illustrated and applied all major course concepts. The cases
were used to initiate in class discussions, active learning and out-of-classroom self study and
application. The three patient cases were incorporated into all lecture topics for the semester.
Three comprehensive and detailed platform patient cases were incorporated into the course to
serve as starting points and for illustration and application of all course concepts throughout the
semester. The platform patient cases were developed to demonstrate major course concepts
including course-related medical terminology, physical assessment and laboratory concepts,
medication history and patient case content and organization. Platform patient cases were
provided on colored card stock and distributed to all students at the beginning of the semester.
Platform patient cases were used individually or together to introduce, illustrate, and apply
concepts discussed during lectures. Students were responsible for learning all the medical
terminology related to each platform patient cases on their own outside of class. Students also
utilized the platform patient cases as templates for organizing their own medication history
homework assignments. Platform patient cases were developed specifically to provide courserelated content. Platform patient #1 was a typical primary care patient with diabetes, dyslipidemia,
and hypertension. Platform patient #2 was an ambulatory patient with chronic obstructive
pulmonary disease, hypertension, and arterial fibrillation. Platform patient #3 was an end stage
liver disease patient awaiting a liver transplant. We were able to take these patients forward and
backwards in time to illustrate a variety of course concepts throughout the semester.
N/A
practice:
The learning outcomes included self learning outside of the classroom as the students used the
cases to learn the medical terminology. An unexpected outcome of the platform patients was how
avidly the students adopted the templates for their own medication history homework
documentation. The expectation was that the platform patient cases would enhance the ability of
the students to integrate major course concepts and skills (communication, physical assessment
skills, laboratory diagnostic skills, and pharmaceutical case organizational skills).
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Our impression is that, by working with the three platforms patient cases throughout the semester,
the students have a greater ability to integrate and apply course concepts and skills.
The students seemed to appreciate working with the realistic platform patient cases. We were
surprised at how much the students used the platform patient cases as templates and references
as they learned the course material.
Yes, we will broaden the application/utilization of the platform patient cases throughout recitation
and lecture.
Explain
We do not coordinate other courses at this time.
To incorporate the platform patient cases in all aspects of the course including recitations. Make
sure to design platform patient cases that illustrate all major course concepts.
19
Title of Practices: First Impressions

Name of Implementer: Ruth K. Crispin
Telephone Number: 215-596-8587 Email Address: r.crispin@usip.edu
Department: Humanities
Type of Students: Any, although some of the specifics apply better to Humanities classes.
Level of students for which this practice can work: Any level, General education
Size of class where this practice can be implemented: Less than 30
One of the main points my Chatauqua seminar underscored was making the most of the beginning
of the semester, particularly the first day. The first class should not only give students an idea or
overview of the course material, but be part of that material as well, so that the students are
working from the very beginning along the lines you will be expecting during the rest of the
semester-and also, not incidentally, so that they realize from the very beginning that they will be
expected to work.
What I used to do on the first day of the semester: welcome students to IH; give a brief overview of
the course and of teaching/learning expectations (that it's a discussion class, that they're required
to write answers to the reading questions, how many and what kind(s) of exams there will be, that
the first week will be "background", including a lecture on the Middle Ages, etc, etc.); a discussion
question (especially in the fall, before any students have "done" the Renaissance) on "what is
modern", with a concurrent emphasis on the fact that there is not necessarily one right answer;
introduction of students so I can begin to learn their names. HW, in the old days: None! Or none
immediately, except to pick up the photocopied course materials, read the syllabus, and be
thinking about the library assignment due on the fourth class day.. (The first reading of the
semester, and its questions, are not taken up until the fifth class, because of the intervening
introductory material.) This wasn't necessarily bad, but it was definitely not enough. It gave
students no real idea of the kinds of analysis or interpretation of texts they will be faced with; it
gave them no sense that their homework will be steady (reading and writing for virtually every
class); and, besides, few of them really looked at the (9 page) "syllabus" packet despite my telling
them that it's important. What I did this past semester, and will continue to do in the future:
Welcome and brief overview, as above-no change except that the overview is briefer than before
(because now I am sure they will read the syllabus; see below); intro of me : my own area of
expertise (Spanish literature), my experience teaching this IH theme (since 1992-and it's a point
worth making, the seminar emphasized, if one has been teaching the subject for a while); and then
an interactive lesson, one which I used to present some weeks into the semester. In this exercise,
the students have to try to explain why two medieval woodcuts found in the same book and clearly
labeled "Damascus" and "Mantua" (that is, a Middle-Eastern and a European city, and thus unlikely
to have the same architecture), were in fact identical: the same woodcut employed to convey the
two quite different cities. Figuring out why (not publishing error or medieval ignorance, or I wouldn't
have bothered to ask) engaged them (many of them, anyway!) intellectually-much more so than my
old question on "what is modern"; and it paralleled the kind of mental work they would be doing
much of the time with the IH texts. It also (like the library assignment) focused on art, an essential
element of my IH classes, and thus engaged them visually as well-and made an initial connection,
germane to Belief and Thought: that art reflects a culture's ideas. (And I still had time to havequick-student introductions.) HW: a) For the next class: fill out an online survey
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(www.engr.ncsu.edu/learningstyles/ilsweb.html) on types of learners and learning styles, read

about their type(s) and about how students with such "preferences" can compensate when being
taught in a different style, and write a brief summary of what they learned about themselves. (This
is worth doing even if you're the instructor!) b) For the third class: read the syllabus and related
photocopied materials carefully-for a quiz! c) For the fourth class: do (or finish) the library
assignment. d) For the fifth class: prepare the first reading assignment (to be followed, in each
subsequent class, by each of the other readings on the syllabus).
This was the first time, and I will do it again this way next time as well.
practice:
This got them all used to working before every class, and although of the first three, only the library
assignment was content-related, the other two were-albeit in different ways-pedagogically relevant.
It seems to me to have been effective.
They seemed to appreciate the survey (we talked briefly about it in class), and to take the syllabus
quiz in stride--as a professorial idiosyncrasy, maybe.
Not just yet.
Actually, partly yes, partly no, with respect to my lit, culture and language classes: yes, as far as
the personal introduction; I'm not sure, as far as the exercise; not necessary, as far as making
them realize they'll be working regularly and pretty hard. I might try it in a literature class, though, if
I can come up with a relevant introductory exercise on interpretation. I'll be thinking about it over
the summer!
Make the exercise challenging (but not overly so) and something that will engage them. I like to
appeal to more than one sense--visual, or aural, for example, as well as intellectual.
21
Title of Practices: Mi Puerto Rico: Student Power Point Photo Essays

Name of Implementer: Miriam Diaz-Gilbert
Telephone Number: 215-596-8769 Email Address: m.gilber@usip.edu
Type of Students: All students
Level of students for which this practice can work: Any level, General education, Advanced
undergraduate, Graduate/professional
Type of Course or activity where implemented: Lecture, Lab, Service learning, Field/clinic
experience
The goal of the power point photo essay is to have students share their vision of Puerto Rico and
their experiences as seen through their eyes and the lens of their cameras. The photo essay
provides a meaningful learning and sharing experience of their first study/travel experience in a
culture and country different from their own through the meaningful moments that they captured on
film. Each picture includes a statement meaningful to the student about the particular photo and
experience. The photo essay compliments the reflective essay students wrote regarding their travel
and learning experience in Puerto Rico during the 9-day visit.
The photo essay was a course requirement. There were no guidelines or instructions given, but
students were told that at the end of the trip they were to select photos that they took and
transform them into a power point photo essay.
This was the first year the power point photo essay was required.
practice:
The power point photo essays represent the individual experiences of the students, their interests
and their personalities! There's no doubt that they learned quite a bit about Puerto Rico, and many
things they would not have learned from a textbook or in the classroom. This knowledge can now
be shared with others.
It works because it's fun and creative! Taking pictures is fun, and organizing them into a power
point photo essay is a great way for students to capture and document their meaningful and lifetransforming Puerto Rico study/travel experience.
No one protested! They were eager to share their creative power point essays.
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What would I do differently? Maybe in the future students can make a group documentary film
about their study/travel experience in Puerto Rico to compliment their individual photo essays.
Also, in the future I'll ask students to provide more detail in the written text portion of the photo
essay.
I'm not currently teaching other courses that lend themselves to photo essays, but others teaching
service learning, field work and courses that engage students in a learning environment other than
the conventional classroom settings may want to include the photo essay, or expand on it if they
are already doing so.
Do it! Take advantage of what students love - technology (i.e. digital cameras) and gadgets - and
encourage them to share what they have learned through the eyes of the lens, and the click of the
power point.
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Title of Practices: Student Facilitation

Name of Implementer: Janet DeSipio
Telephone Number: 215-596-8675 Email Address: j.desipi@usip.edu
Department: Physician Assistant
Type of Students: students enrolled in a course with lots of information/ memorization is
required
I used this teaching method in 2 new courses this year: PHA 310 & 311, Medical Terminology 1 &
2. Since these are very dry, memory reliant courses, I wanted to do something in class that the
students would enjoy while affirming/ reinforcing the material being learned/ memorized.
Each week the class was assigned a chapter/system to complete in Chabner's "The Language of
Medicine", a medical terminology workbook that I like. Students also signed up in twos to facilitate
a class/system of their choice. Facilitation to reinforce the material was at their disgression. What
ended up happening is the students created game-show type games to facilitate each class.
Workbooks as a reference were sometimes allowed and the class of 16 was usually divided into
teams. Students played games such as jeopardy/ dominoes/ wheel of fortune/ hangman/
pictionary. There was lots of challenging questions/ tasks. The students were very competitive and
supported each other. Each week students also completed a peer assessment sheet on the
facilitators and their class.
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practice:
Overall, students did very well academically in the class which was measured by a weekly quiz,
midterm and final exam.
1. Competition works: students strive to be knowledgeable and not let their team down, not
embarrass themselves in front of others.
2. A great reinforcer of material for the facilitators of the week as they prepare their game/
lesson for the week
They complete a peer review sheet each week for the facilitators. Comments have been very
positive and they express and enjoyment in the activities. It is a nice break from the lecture format
and they seem to have a fun time in class.
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Just a little tweaking here and there.
Explain
Not applicable to my other courses at this time as they are lots of hands on already.
Trust the students.they can be very creative.
25
Title of Practices: Rating the References: A Cooperative Learning Experience

Name of Implementer: Grace Earl
Telephone Number: 215-596-8940 Email Address: g.earl@usip.edu
Department: Department of Pharmacy Practice and Administration
Type of Students: Doctor of Pharmacy students
Level of students for which this practice can work: Advanced undergraduate,
Graduate/professional
Type of Course or activity where implemented: Lecture, Lab
Size of class where this practice can be implemented: 61 100
This activity was implemented in PP448 Biomedical Literature Evaluation.
a. Provide students an opportunity to be engaged in evaluating tertiary drug information (DI)
resources in the classroom
b. Promote learning in groups
c. Foster creation of the individuals' structure of knowledge
1. Students are given an individual assignment to search tertiary drug information resources to
answer specific questions on their assigned drug.
2. In addition, the class is divided into 4 groups and assigned different drug information
sources. Each group (1, 2, 3, or 4) is responsible for researching their own DI resource.
3. The groups reform as teams with members from each different content area (1, 2, 3 & 4).
Team members are responsible for teaching their content area.
4. The team also assesses the scope of each drug information reference source using a Likert
scale. The scale values are: 0 = would not use this reference, 1 = has some information, but
not the best source, and 2 = best reference to use for this information.
5. The team is given a grid listing each reference and a series of criteria that should be used to
"rate the references." The team works together to complete the grid.
When having students work cooperatively in groups, it is also helpful to assign roles such as team
leader, spokesperson, and task manager.
practice:
The students were evaluated in the spring 2006 semester. Most students (77%) strongly agreed or
agreed that they would use the tertiary reference books to learn about topics in other courses. Out
of 102 students in the class, 79 students completed evaluations.
When the assignment is complete, each student has a grid that they can then use to help them
develop a search strategy when answering drug information questions.
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The students were engaged in the activity and quickly completed the assignment. I provided a
"wrap-up" discussion to determine if they can identify which references are appropriate for specific
questions. For example, I ask the class to identify which references provide cost information, or
can be used to search for information in lay language for the patient. The students call out the
answers with confidence and provide correct responses to questions.
I would select one team and use the team to "model" the activity for other teams in the class. In
this way, it may help understand the expectations for the in-class activity.
I would look for opportunities to use this activity if you have a variety of different information
sources.
It gives the opportunity for the students to be engaged in using the discipline-specific drug
information resources that will be used in clinical practice. The students seemed to enjoy this class
time activity.
27
Title of Practices: The March of the Clickers: Using the Audience Response System in
Lecture
Name of Implementer: Grace Earl
Telephone Number: 215-596-8940 Email Address: g.earl@usip.edu
Department: Department of Pharmacy Practice
Type of Students: Doctor of Pharmacy students
a. Provide multiple choice questions during lecture to enhance the understanding of the
therapeutic management of peripheral artery disease
b. Promote the use of technology with the audience response system to engage students in
the classroom
c. Provide an opportunity for formative feedback to the students
d. Engage the students in problem-solving in the classroom
-
Audience response system software allows you to develop multiple choice questions to
poll the audience.
The audience uses keypads (synonyms are clickers, response card, remote) to transmit
their response via radiofrequency or infrared.
The system is compatible with PowerPoint, and the polling questions are placed within
the PowerPoint slide.
The answers can be formatted so the summative responses appear as vertical or
horizontal bar graphs or pie charts.
The audience can see the percentage of responses per question and also can view the
correct answer
The class responses can be saved in a file and used for assessment (graded or nongraded.)
This audience response system can also be used to assess prior knowledge of a topic before the
beginning of a lecture.
practice:
This tool can be used to increase student participation, and the participation can be registered and
accounted for in their grade. You can also use this tool to promote paired-problem solving. During
my class, the students were engaged in discussion of the answers with their classmates. The total
number of students that responded to the questions using the keypads was high. When the class
did not answer a question correctly, it gave me an opportunity to re-direct and repeat explanations
of concepts.
28

There is a potential to overuse this tool if it is used sparingly, it provides some variety to the class
period. Students get a chance to see the format for questions that may appear on a quiz or final
exam.
I felt that the students were especially interested in using this if it could improve performance on a
test. Some students were busy writing down the questions and each of the multiple choice
answers.
After the class, the students asked that I post the questions and multiple choice answers that I had
used in class on the course webpage. I would be prepared to do that in the future.
It is an effective method to appeal to students with different learning styles as well as enhancing
the understanding of course content. It could also be used to negotiate course policies with the
students and share the "balance of power."
I would encourage others to carefully develop questions to promote higher level thinking. If you
develop questions using Bloom's taxonomy, you can take students from knowledge-based
questions to higher level questions that are evaluative or analytical! I would encourage others to
practice the use of the audience response system prior to using it in class. There are a number of
steps you need to go through in order to set it up and use it properly in the classroom.
29
Title of Practices: Independent Peer Collaboration

Name of Implementer: Anne Marie Flanagan
Telephone Number: 215-895-1132 Email Address: a.flanag@usip.edu
Type of Students: All Students Who Write Papers
Type of Course or activity where implemented: Seminar/discussion
This practice is designed to encourage peer collaboration and evaluation in a setting other than the
classroom, as students work independently to critique each other's writing. This practice also
allows students to play a part in the overall assessment of a paper. When the paper is submitted
for a grade, it is judged on its merits as well as on the degree to which the writer incorporated or
rejected (with justification provided) the peer editor's suggestions. Thus, the editor's comments
provide an additional perspective and become a factor in the final assessment by the instructor.
Students send their papers to their partners electronically. They then read each other's papers and
exchange comments. At the end of the exchange, peer editors must print out a copy of their
partner's paper and include written comments on the paper. Final versions of papers, along with
editors' comments, will then be discussed in workshop format in class.
No changes have been made.
practice:
Students learn how to take responsibility for their own writing and, to some extent, their partner's
writing as well. They gain valuable practice and insight into the revision process, and they become
better readers. In addition, a dialogue about writing is established. Students experience writing as
it takes place in the professional world, as a collaborative activity, rather than the solitary enterprise
it often becomes in the world of the classroom.
This practice encourages independent learning. Students have a responsibility to their fellow
students to read and comment on each other's papers in a timely manner. This practice helps
students to see writing as process and to understand the stages of composition more readily.
Students are encouraged to critique each other's papers on several levels--thesis formation,
organization, structure, logic, cohesion, coherence, grammar, and punctuation.
30

Students like this practice. They approach the activity with seriousness and purpose, and they
recognize that they will benefit, ultimately, from participating in the activity.
Will the practice be sustained within the course? No
I see no need for change.
This practice will work on an occasional basis in other courses, but as a regular activity it works
best in a writing course.
In consultation with students, decide on a time line for completion of this activity and emphasize
the importance of adhering to agreed upon deadlines.
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Title of Practices: Living Legacy Project

Name of Implementer: Christine Flanagan
Telephone Number: 215- 596-7543 Email Address: c.flanag@usip.edu
Department: Department of Humanities
Type of Students: All
Type of Course or activity where implemented: Service learning, Field/clinic experience,
online class, Seminar/discussion
Introduction to Literature is a course that investigates three genres of literature: fiction, poetry and
drama. The purpose of the course is for students to acquire sophisticated skills in reading short
stories, poems and plays; to allow students to discover in literature values and ideas that can
enhance an understanding of the world; and to help students improve writing and critical thinking
skills by writing about literature. Throughout the semester, students are taught how the skills of a
literature classroom have real application in their lives and future careers.
The Living Legacy Project is a service-learning oral history project completed during EN 102Introduction to Literature. During this course, we introduce the literature's "fourth genre", creative
nonfiction, and we see how nonfiction texts (such as oral history interviews) may be used as a
basis for creating and understanding the elements of literature. The Living Legacy Project occurs
during a three-week segment of the semester. Students first interview longtime Southwest
Philadelphia community residents in an effort to collect oral histories of Southwest Philadelphia.
Then, after interviewing and transcribing interviews with residents, students complete exercises in
writing creative nonfiction, poetry and dramatic monologues that allow them to understand
1. the origins of literary creation;
2. the literary techniques used by writers; and
3. the connections between form and content in literature. The Living Legacy Project allows
students to engage in expanded critical thinking in the discipline of literature; understand
more deeply the function of literature; and build an appreciation for the value of literature.
There have been many administrative changes (scheduling, promotion, etc.). One major change is
that I use the material from this project in other classes. For example, I used the oral history
interviews in my EN 303 Playwriting class. The class transformed the interviews into dramatic
monologues and presented thee monologues to an audience (which included the interviewees).
practice:
The English Group of the Humanities Department has standardized objectives and outcomes
among all EN 102 courses; this service learning course fulfills all these objectives and outcomes.
At the end of the course, students should be able to:
1. Enjoy and appreciate literature;
2. Analyze works of fiction, poetry, and drama using critical reading strategies;
32
3. Understand and explain how writers use various elements of literature (such as plot, setting,
character, point of view, theme, symbolism, irony) and what each element contributes to a
work as a whole;
4. Demonstrate critical thinking skills in well-reasoned and logically developed essays of
analysis and argumentation; in classroom discussions of the literature in the textbook; and
in written responses to the readings;
5. Understand what plagiarism is and how to avoid it.
The Living Legacy Project works because it allows students to see there is more than one way to
gain knowledge. Everyone loves a good story. And whether the story is great literature or an oral
history, students begin to see the relevance of literature to life. The same themes we've discussed
in poetry, fiction, and drama emerge from the oral histories. Also, it is a fun project. As students
meet community members, they feel more a part of the community of Southwest Philadelphia.
Initially, there is slight resistance. Students are comfortable with sitting in a classroom, reading
assignments, and studying for exams. This project introduces the concept of experiential texts, and
students need to be trained in how experiential learning is an academic exercise. Once the project
begins (and students see how experience underlies ALL texts they read), they are able to see how
they, too, might produce a text similar to the ones they read in their courses.
Every year I try to organize our time so we can accomplish more with less inconvenience. The
scheduling and planning always changes to fit community members' needs. Also, we are
incorporating stories from USP staff and faculty.
Creative writing courses (Playwriting, Creative Nonfiction) would be wonderful places to incorporate the
Living Legacy Project.
Plan ahead. When those plans don't work, be flexible. Don't be afraid to cancel when you see
disaster ahead.
33
Title of Practices: Service learning in health psychology

Name of Implementer: Philip Gehrman
Telephone Number: 215-596-8517 Email Address: p.gehrma@usip.edu
Department: Social Sciences
Type of Students: any
Type of Course or activity where implemented: Service learning
The goals of the course are to engage students in real-world application of knowledge from the
course in order to:
1. improve understanding and retention of course content
2. enhance students' ability to apply course content
3. provide a service to the community; and
4. foster positive student attitudes towards civic engagement and community service.
Students create a health behavior intervention for K-8 students focused on promoting good
nutrition and physical activity. Early in the semester students go out to the school to meet the
students and to assess their current knowledge and practice of nutrition and activity. Students work
in groups to create a health intervention which is delivered to the school at the end of the
semester. Examples of topics covered this year were reading food labels, estimating portion sizes,
and recognizing the influence of advertising on food preferences.
Being more explicit on what is expected of the groups.
practice:
On pre- and post-course surveys students report that the service learning component enhanced
their learning of the material. They also endorsed positive attitudes towards community service.
Students really seem to enjoy the ability to go out into the community and apply what they are
learning. By making the project a major component of the class students understand the
importance of the exercise and are more invested in it.
The service learning is very well received by students.
I would like to spend more time at the school.
34

I would like to implement service learning into other courses I teach.
Plan EARLY. It takes to set up a site for service learning.
35
Title of Practices: A Peer Reviewed Written Assignment in Principles of Toxicology II

Name of Implementer(s): Peter Harvison, Diane Morel, Ruy Tchao, Shanaz Tejani-Butt,
Michael Kirifides, Joan Tarloff
Telephone Number: 215- 596-8979 Email Address: p.harvis@usip.edu
Department: Pharmaceutical Sciences
Type of Students: Potentially majors in any discipline.
Principles of Toxicology II (PC 402), taken by fourth year Pharmacology and Toxicology majors,
has long included a written assignment as part of the coursework. Several years ago, we switched
from a "standard" term paper, read and graded only by faculty, to one including the opportunity for
revision based on anonymous peer review. The purpose was to model the review process used by
scientific journals and to give students some insight into the potential challenges involved in writing
and responding to critiques.
Initially, each student writes and submits a draft paper (~3 pages) based on a topic in "target organ
toxicity". After removal of names, each draft paper is coded and given to two randomly chosen
classmates for review. The completed critiques are returned to the instructors, and after being
stripped of identifiers, are given back to the original author of the paper for consideration. Each
author receives two anonymous peer critiques of their draft paper. In the last step of the
assignment, students address comments in the critiques and then submit a final, revised copy of
their paper. Course instructors review all components and assign grades to students based on the
clarity, accuracy and effectiveness of the following: draft paper (6 points), critiques of other
student's draft papers (4 points each, 8 points total), and final paper (6 points). Deadlines for
submission of each component are strictly enforced, with points deducted for any part that is late.
This project counts towards 20% of the final course grade.
Most of the changes have involved tracking the different components of the project.
practice:
Outcomes include the use of critical thinking skills, taking responsibility for meeting deadlines,
giving serious consideration to the review and revision parts of the assignment, and confidence
building in providing and reacting to constructive criticism.
We believe that this assignment provides the students with an opportunity for peer assessment
that they would not get if their papers were read and graded only by faculty.
36

Anecdotally, student reaction to the practice seems to be favorable. Most of them put a serious
effort into the critiques of their classmate's papers. Formal assessment of the written project has
not been conducted yet.
We need to provide the students with more guidance as to how they should critique their
classmate's papers.
No, not at the moment- it is too labor intensive.
Implementation of this practice needs to be very carefully thought out. Some of the difficulties that
we have encountered in this assignment include managing the paperwork flow and tracking grades
for each component. For example, in a class of 25 students there would be 100 separate
documents and "sub-grades" to administer (draft paper, two critiques and final paper for each
student). This type of assignment would probably be unworkable in a larger class. The students
sometimes also share information about their topics, which negates the anonymous nature of the
assignment. Students also don't always follow the instructions regarding submission of each part
(e.g. failure to provide a sufficient number of copies).
37
Title of Practices: Use of Haiku in Freshman Composition

Name of Implementer: Warren Hope
Telephone Number: 215-596-7543 Email Address: w.hope@usip.edu
Type of Students: English Composition
Level of students for which this practice can work: General education
The aim is to increase the student's ability to describe physical impressions and their emotional
associations through writing.
Instead of assigning an essay in Freshman Composition for the assignment in descriptive writing, I
took the class outside on a nice day in September. We observed Linda's Cart and stopped at the
small park with benches at 45th and Woodland. Students made observations and took notes on
the physical appearance of things they saw. When we returned to class, I described the form of
Haiku--Japanese poems consisting of seventeen syllables spread over three lines, with five
syllables in the first and third lines and seven syllables in the middle line. I also explained that
traditionally Haiku focused on the change of the seasons. Students then experimented with writing
Haiku and exchanged poems for comments from classmates. Students took their poems away and
revised them and then handed them in. I urged students to submit their poems to The Elixir. I'm
happy to see some of the students had their work accepted for publication in The Elixir and one
student in fact won this year's poetry prize for a Haiku she wrote as a result of the class.
I haven't made any changes in implementation. The first time I used the practice was in the fall
2006 semester.
practice:
The class seemed to encourage a lively approach to writing while emphasizing detailed
observations and the ability to render them briefly but powerfully in writing.
Breaking up the routine of Freshman Composition classes and the weekly essay assignments
encourages students to stay involved with the content of the course.
Writing is not for everyone, and some students think writing poetry is the lowest and most painful
kind of writing, but most students in the end seemed to enjoy trying to come up with Haiku that
kept the rules while presenting solid imagery.
38

I don't think so.
There are probably few if any other courses that lend themselves so well to this practice.
Try to keep the atmosphere relaxed and encourage experimentation.
39
Leahy Finalist
Title of Innovation: Enhancing quality of instruction in large classes
Name of Innovator: Sriramakamal Jonnalagadda
Telephone Number: 215-596-8942 Email Address: s.jonnal@usip.edu
Department: Pharmaceutical Sciences Department
Type of Students: Pharm.D. and BS Pharmaceutical Sciences
Type of course or activity where implemented: Required, Professional or Advanced
Course or activity where implemented: Pharmaceutics and Biopharmaceutics I (PH 316)
PH 316 (formerly PH 306) is a large class consisting of about 260 students. Instruction for PH 306
consisted of 30-40 PowerPoint slides per lecture, all of which were placed on blackboard for
continuous student access. There was no assigned text for the course. Instead, a list of 5-6
references were included in the syllabus. Assessment consisted of three examinations with about
50 multiple choice questions per exam. Student attendance in the class was low (about 10-40%),
and student evaluations were rated at generally > 2.00. As the course coordinator and an instructor
for two-thirds of the course, it was my perception that students lacked interest in the course, and
practically never used the references, which in turn compromised student learning.
My overall goal was to reorganize my portion of PH 316 (formerly PH 306) with the following
specific goals:
(1) To improve the quality of instruction through student-centered delivery of instructional
material
(2) To improve student interest and learning using correlations of science with real-life
examples
(3) To provide formative and summative assessment to students during examinations.
Describe the innovation and its innovation:
All innovations apply only for two-thirds of the course. (1) To improve the quality of instruction
through student-centered delivery of instructional material: Clarity of expectations: A specific onepage handout was designed for each examination. The handout had the title, "You should
know/understand the following material for Exam 2". The page consisted of very clear, measurable
questions. (Example: What is viscosity and fluidity? what is their mathematical expression and
units?)
1. To improve the quality of instruction through student-centered delivery of instructional
material:
a) Clear communication of instructor expectations to students: A specific one-page
Objectives handout was provided to students for each examination. The handout had
the title, "You should know/understand the following material for Exam --". The page
consisted of very clear, measurable questions, that the student was required to ask
himself/herself prior to that examination. For instance, "What is the mathematical
expression for viscosity and fluidity? What are their units?
40
b) Assigning a textbook: A specific text book was assigned to the course. Specific page
numbers were provided as reading material to fulfill each of the objectives stated in
the handout provided in class.
c) (c) Instructional material: Powerpoint slides were removed as the instructional
material for the course. Instead, the instructor used a writing pad placed on the
document camera, and began by writing out a question listed in the Objectives
handout. This was then addressed in detail, with several examples from real life (see
innovation 2). Students were assured that the instructor would not move ahead with
the material until all questions were answered. In return, the students were required
not to talk or discuss among themselves.
d) A discussion forum was set up where students were encouraged to post an
interesting article relating to the pharmaceutics. All articles that were recent and had
content related to the course would qualify for additional bonus points. These articles
served as additional instructional material for the course (student understanding of
this material was not assessed).
2. To improve student interest and learning using correlations of science with real-life
examples.
Although several examples were used in class, only three examples will be discussed here.
Example 1: A surfactant is used to mix water and oil together to make emulsions. The
surfactant can be water loving, or oil loving, and can therefore result in an O/W or W/O
emulsion. A surfactant is comparable to a Chinese-English language interpreter, who can
help facilitate communication between monolingual Chinese and English speakers. The
Interpreter can be of Chinese descent that learned English, or of English descent that
learned Chinese.
Example 2: Molecules can diffuse through a hydrophobic membrane by passive diffusion,
active transport, or through aqueous channels. Similarly, we can cross the Delaware River
by swimming, using a boat, or a Bridge.
Example 3: Separation of molecules in a HPLC column is comparable to about 10,000
people who start together to run the Boston marathon, and then separate out based on
speed.
3. To provide formative and summative assessment to students during examinations.
The mid-term examination was split into the following four sections: Memory and retention,
Analysis and Comprehension, Numerical Ability, and Application/Case studies. Although all
questions were multiple-choice, they were weighted differently based which section they
belonged to. For example, a question in the Memory and retention section was worth 1.5
points each, whereas a question in the Application/Case studies was valued at 3 points
each. While reporting results at the end of the examination, the means and standard
deviations for each individual section was reported to each student to ensure formative
assessment. For instance, students who claimed to have read the material over and over
again but performed poorly on the exam, were found to have high scores in the memory
section, but did poorly on the Analysis and Applications sections. In this manner, students
can have access to specific feedback regarding their performance. Specific
recommendations were made by the instructor on that performance on each sections
means, and what may be done to achieve excellence in each section. The final exam was
also split into sections similar to that of the mid-term, and results reported to individual
students to enable summative assessment.
41
(1) The initial reaction to taking off power-point slides was mixed. Students seemed to want that
method of instruction, as it was easier on their part. The instructor asked the students to
give this a chance and promised that if this method did not seem effective, he would revert
back to slides. After about two weeks of instruction without power-point slides, students
were polled (by paper ballot) their preference for a method of instruction. There was
overwhelming support for the new method (without power-point slides).
(2) Students appeared to like the examples
(3) Students also appreciated the new exam format. Student dissatisfaction was minimal The
outcomes for each section of the examination was along expected lines. For instance, the
Memory and Numerical Ability section had the highest mean with minimal standard
deviation, followed by the Analysis and Comprehensive section. The Applications/Case
studies section had the lowest mean and highest standard deviation.
The new approach taken by the instructor seems to be working.
The Student evaluations for the instructor have increased considerably (a grand mean of 1.56 for
the fall 2006 PH 316 class in STC 145). Student attendance has been relatively high (40-80%).
The instructor receives several appreciative e-mails from students, and practically no emails
suggesting dissatisfaction. Student participation in the optional discussion forum has also been
reasonable (20-40%). Finally, it is the instructor's perspective that students enjoy and improved
educational experience as well as learning in this course as a result of these changes.
The Instructor is open to ideas from the Teaching and Learning Center regarding how to further
improve the quality of instruction in his class.
Other graduate courses taught by the instructor.
There were three aspects of teaching covered in this submission.
(1) Instructional Material and delivery: The instructor believes that individual faculty have to use
whatever makes them feel most comfortable. However, they should be open to the fact that
better methods will always exist.
(2) The use of examples: The instructor has seen several faculty who seem to imply that it is
primarily the student's responsibility to comprehend the material by reading references prior
to class. While this may be true, the instructor believes that it is also the instructor's
responsibility to present the material interesting and comprehensible, to ensure that lecture
hour is of value to students.
42
(3) The instructor believes that formative and summative assessments are no longer an option,
and need to be implemented in some manner in all courses.
43
Title of Practices: Community Based Client Fieldwork Experience

Name of Implementer(s): Pamalyn Kearney, Paula Kramer
Telephone Numbers: 215-596-8493, 215-596-8767
Email Addresses: p.kearne@usip.edu, p.kramer@usip.edu
Department: Department of Occupational Therapy
Type of Students: This particular project is very geared toward occupational therapy
professional education but with modifications it could be used for any other students who
work with individuals in the community.
Type of Course or activity where implemented: Service learning, Field/clinic experience
The Community Client experience is designed to give the students an opportunity to apply
constructs from the concurrent course to the real context of a client living in the community. In
addition, students gain hands on experience in interviewing, environmental analysis, development
of a therapeutic relationship, reflection, and creation of environmental modifications.
The students are involved in the Community Client experience concurrent with a course where
they are learning about the multiple facets of the environment (built environment, natural
environment, cultural environment, social environment, institutional environment, etc) and the
impact of the environment on the ability of individuals to engage in meaningful or routine activities
such as self care, parenting, education or work activities, and community activities such as
shopping, banking, etc. The Community Client experience provides the students with an
opportunity to work one on one with an individual living in the community who either has a disability
or is facing challenges due to the aging process. The students analyze the environments
surrounding their particular client and identify both environmental supports and barriers that
influence that client's ability to engage in desired or necessary activities. Students then collaborate
with the client to create environmental modifications to further strengthen supports in the
environment or to minimize the impact of barriers. Students meet once a week in small groups (710 students) with a faculty preceptor. Field notes are written after each visit and serve as reflective
documentation of the visit. Field notes are structured for the first several visits with guiding
questions for students to reflect upon in their field notes and preceptor meetings. As the
experience progresses, students assume more responsibility for identifying issues for reflection
and discussion with their client and the faculty preceptor. Ultimately students are responsible for
choosing the focus of their field note reflections and for leading the faculty preceptor meeting
discussions. The preceptor role changes from providing structure and facilitating discussion to one
of offering guidance and advice to issues raised by the students. The weekly group meetings are
preceptor facilitated during the early phase of the experience but move to student facilitated by the
end of the course.
44
Over the past several years we have incorporated more structure into the first few client visits
through a semi-structured interview and guiding questions for students to consider. This has
allowed students to feel supported as they begin the process of developing a relationship with their
client. We have also added more formal orientation sessions to the fieldwork experience that
addresses the needs of our referring community agencies to orient the students to the mission and
objectives of the agency. This has strengthened the connection between the student and the
community agency and provided the students with another level of support and resources when
working with challenging clients.
practice:
This experience provides students with an opportunity to apply constructs from the current and
prior courses to a real context, working with a real individual rather than using case scenarios or
simulations. The students have an opportunity to gain experience in navigating the unpredictability
of actual client interactions in a way that is difficult to achieve in the classroom. Students develop
skills in interpersonal interactions and clinical reasoning as well as in application and integration of
knowledge in a practice context.
We believe this project works because of the support that students are given initially and the
independence they experience through the process. It builds upon prior experiences where the
students are working with community organizations in small groups or with a partner. Close
partnerships with community agencies also helps to identify clients who will provide good learning
experiences for our students while benefiting from the experience themselves. This experience
helps students to see the "big picture" and understand their intervention within a broader
community/world context.
For many students this experience becomes a defining moment in their education when they begin
to be able to see themselves as a competent occupational therapist and are able to integrate
knowledge from several courses into a coherent understanding of an actual clinical problem.
This experience is seen as being integral to this course and there is no plan to remove it from the
curriculum. We increased the structure provided to the students (as described previously) a couple
of years ago and have no plans for significantly changing the project this year.
Although this particular experience is not implemented in other courses, we do have several
service learning experiences throughout our curriculum. In addition, our curriculum also
incorporates several other pedagogies designed to increase student responsibility for their
learning.
45
There is a need to be sensitive to student concerns about going into the community alone. We
have responded to this via training sessions with campus security, discussions of best times of day
to make visits, recommending a "trial run" so students know exactly where they are going and how
to get there, and offers to travel with the students on the first visit if they are very uncomfortable.
Developing strong community connections takes time but is well worth the effort. This type of
service learning experience is dependent upon the community collaboration and upon the
community members seeing it as a project that is mutually beneficial and not just a learning
experience for the students. Students need to be prepared for the first visit with a plan they can fall
back on if they are struggling to establish rapport and gather relevant information. For this project,
orientation prior to the first visit and the semi-structured interview help to provide this preparation.
Faculty must be available to help students to deal with issues and concerns as they arise. This is
particularly important for this type of experience since students are out in the community, working
in individual homes, without direct supervision. One of the reasons this practice works is because
of the precepting that occurs. We limit each precepting group to 7-10 students in order to facilitate
participation in the weekly meetings and to keep the workload manageable for the faculty member.
Although the project can be used with a course with a large number of students, the practical
limitations are in precepting workload and availability of clients.
46
Title of Practices: Making Students Responsible for Readings

Name of Implementer: Paula Kramer
Telephone Number: 215-596-8767 Email Address: p.kramer@usip.edu
Department: Occupational Therapy
Type of Students: all college students
1. To have students come to class prepared
2. To have students be conversant with the course readings
In the beginning of the semester, I state my expectations clearly to students, that material must be
read prior to class, that they should come to class prepared with questions based on material that
is not clear from the assigned reading. It is also explained that I will not cover everything from the
reading, but that they are responsible for all material from the readings. The first few weeks are
spent repeating this expectation and modeling questions and discussions from the reading.
Students are told that if it appears that a majority of the class are not prepared, I will do either of
two things: adjourn class for 30 minutes so that they can read the material or reschedule class
later in the week. The beginning of the class starts with an opportunity for students to ask
questions from the readings. If no questions are asked, I ask questions. If they are not able to
answer the questions, I remind them of the alternatives, taking 30 minutes to read, or rescheduling
class. The first month is often frustrating as they learn to take responsibility, but they soon get the
idea that they must take responsibility for the readings. I have never had to take a 30 minute break
more than once in a class over a semester, and students rarely opt to reschedule the class.
No changes
practice:
Students learn that they must take responsibility for the readings. Students come to class better
prepared.
Transfers the responsibility from teacher to students is the outcome. It works because of
consistency. If you give in at the beginning, they do not step up to there responsibilities.
Initially students don't like the responsibility, but they also don't believe that I will follow up on a 30
minutes break or a rescheduling of class. They think that I will take over their responsibility.
47

I have begun to do this in all of my courses
Try and see if it works for you, remember you need to be consistent, even if it is painful initially
48
Title of Practices: Peer-Evaluation to Assess Group Problem Solving in General Chemistry

Recitations
Name of Implementer (s): Madhu Mahalingam, Elisabeth Morlino
Telephone Number: 215-596-7549, 215-596-7469
Email Addresses:m.mahali@usip.edu, e.morlin@usip.edu
Department: Chemistry & Biochemistry
Type of Students: Freshman
When group work was implemented in General Chemistry recitation, all members within a group
received the same score for the group activity irrespective of their contribution/level of participation.
To ensure that group members understand the importance of the contribution of all members
within a group, the system of peer evaluation modeled after Barbara Oakley's work in J. Student
Centered Learning, 2004,Vol. 2, No.1, 29-31 was used. The overall goals of the activity were
improve the participation of all members within a group
provide students with a tool to evaluate their own contribution as well as that of their group
members to the problem solving effort
assure that the individual student's effort towards the group work is accurately reflected in
the recitation grade.
1. Student groups are assigned based on Math SAT scores in the fall semester, and the
General Chemistry 101 grades received from fall in the spring semester. When students
meet team members for the first time, they are provided with an article "Coping with
Hitchhikers and Couch Potatoes on Teams" J. Student Centered Learning, 2004,Vol. 2,
No.1, 9-34. They are expected to read the article and come up with a group agreement as
to what is expected from each member throughout the semester. The group agreements are
then placed in the group folder as a reminder for each member's responsibility towards their
group as well as a reference source for the instructor in case a disagreement within that
group develops during the semester.
2. Students fill out a Peer Evaluation form twice each semester (after the completion of half of
the problem sets for the semester and the end of the semester) to evaluate their team
members and themselves.
3. The ratings provided by the team members are then entered into a Microsoft Excel
spreadsheet by the TAs where the ratings are converted to an adjustment factor for each
student to be applied to their recitation grade. The adjustment factor can range from 0.75 to
1.05. The actual recitation score for each student is then the raw score the group received
for the problem sets multiplied by their individual adjustment factor.
4. Adjustment factors are arrived at as follows Individual average: Average of ratings received
for the individual student Team average: Average of the individual averages of the team
Adjustment Factor: multipliers obtained by dividing the individual's average by the team's
average
49
None.
practice:
Student interaction within the group has improved. Students are more actively engaged in the
problem solving process. Students feel that their contributions matter. Usually the students that
lead the group discussions and help move the group towards the solution are rated highly and end
up with higher adjustment factors. Students who slack off or miss recitation without informing their
peers get rated lower than more responsible group members.
The peer evaluation empowers the students and provides them with a tool to evaluate their
contributions and the contributions of their group members. It makes them feel that students
cannot get away with not contributing to the group activity.
Survey administered in spring 2007 in both sections, revealed similar student sentiments.
Peer evaluation system is

necessary or useful to ensure
maximum participation
Peer evaluation has an
impact on student
participation
Recitation Grades are
determined by multiplying
the group recitation score by
individual adjustment
factors. Do these factors
reflect individual contribution
to the group work?
Mahalingam
77.4 %
Morlino
68.5%
Yes 46.67%
Maybe 26.7 %
Yes- 39.72 %
Maybe 31.5 %
Yes 44 %
Somewhat 21.3 %
Yes 45.2%
Somewhat 19.2%

Currently, students print the peer-evaluation form posted on Blackboard and turn in their evaluation
in an envelope or sealed, in recitation or directly to the faculty. However, the confidentiality of the
rating is not maintained in all the groups. Some groups tend to rate their peers highly so that the
adjustment factors are not affected adversely for all group members. In other words, they do not
want to be "mean" to their group members. We are considering other methods for communicating
the ratings.
50

None of the other courses taught by us use a small group activity.
The rating system should be explained clearly to students so that they understand how it will affect
their grade. The students should rate their peers without their peers knowing how they were rated.
51
Title of Practices: Promoting Student Learning Through Use of Groups in General

Chemistry Recitations
Name of Implementer(s): Madhu Mahalingam, Fred Schaefer, Elisabeth Morlino
Telephone Numbers: 215-596-7549, 215-596-8842, 215-596-7469
Email Addresses: m.mahali@usip.edu f.schaef@usip.edu e.morlin@usip.edu
Type of Students: Freshman
We envision the following to be the goals of the activity:
1.
2.
3.
4.
5.
6.
to develop problem solving skills in chemistry

to improve understanding of concepts introduced in lecture
to ensure all students will participate in recitation in a meaningful way
to enable students to develop skills to communicate scientifically among themselves
to provide an environment in which the students are engaged in the learning process
to promote a team approach to learning

1. Peer groups have been introduced in General Chemistry recitations to provide students with
a collaborative environment for problem solving in General Chemistry. To assure contact
between an instructor and the group members, smaller recitation sections (approximately 45
students) and mandatory attendance at recitation were needed. To accommodate the
additional instructional time, it was necessary to reduce the number of lecture sections. In
addition to the instructor, two undergraduate TAs are assigned to each recitation to help
with grading the recitation work and to help the instructor in implementing the group problem
solving sessions.
2. Students in each recitation are placed in groups; the target group size is four but some
groups of three or five are formed depending on the size of the recitation section. To create
groups of mixed skill CH101 students are placed in groups by mixing high, low and average
MATH SAT scores. Students taking CH102 are placed in groups based on their CH101
grades.
3. After a brief question and answer session students are given a worksheet of problems to
solve with their peer group. The problems on the worksheet are designed to stimulate
discussion between the group members. Students are allowed to ask questions while
solving the problems. The instructor and TAs do not provide the answers but explain
concepts involved.
1. Introduced online homework through WebAssign. Due dates for the homework problems
are set to encourage students to complete them before going to recitation. This enables
them to problem solve more effectively in recitation.
2. Implemented a system of peer evaluation modeled after one developed by Barbara Oakley
et al. This motivates students to contribute to the group effort and introduces fairness to the
52
recitation grading based on student effort. (Barbara Oakley, Richard M. Felder, Rebecca
Brent, and Imad Elhajj, J. Student Centered Learning, Vol. 2, No.1, 2004, pg.29-31)
practice:
Before the innovation, exams were the only assessment used to determine the course grade. After
the innovation the group work in recitation was also included in the course grade. In order to
compare the impact of the innovation, only exam scores are used to compare before and after
grades. Our data shows that the innovation has improved student learning in the classroom
significantly. The percentage of students receiving A, B and C grades increased on average by
about 5 % points after the innovation was implemented. The percentage of students receiving F
grades decreased on an average by about 6-10 % points after the innovation was implemented.
Introducing WebAssign and Peer evaluations have improved student participation based on our
observations.
Group problem solving emphasizes the best approach to learning Chemistry. Students learn that
Chemistry problems need to be worked out through logical thinking and that simply reading a
chapter or memorizing its contents does not result in problem solving ability. They come to
understand that working collectively to solve problems benefits all in the group. They feel less
intimidated about asking questions in the company of their peers. As a result, the interaction
between students and instructors is increased, thereby, creating a more engaged classroom.
WebAssign homework ensures that students attempt problems before coming to recitation
(increased quality time on task). This enables students to participate more effectively in the group
activity. For the faculty, observation of thought processes and the discussions between students
provides a basis for addressing misconceptions. Peer evaluation does send notice to slackers.
Students are less likely not to show up for recitation without informing their peers.
Some student comments - I learn more in recitation than in lecture. I do not think this is because of
size alone but also because students seem more willing to ask specific question and learn to solve
certain problems. I really enjoy this class. It is very well organized, and the recitation really
supplements and solidifies what we have covered in class. I also feel that the homework can be a
challenge at times, but the recitation is a good way to work out those questions in a smaller
classroom setting making what seems to be homework really a good preparation for the next
recitation. The group work is also a good enhancement for understanding the topic material
because we get to question and answer each other as students about certain problems. The group
work has improved my problem-solving skills because the group members often have alternative
ways to solve problems, so instead of having to rely on my own methods, I have other alternatives.
We will continue to monitor the effectiveness of WebAssign homework and the implementation of
Peer evaluations of the group work to ensure maximum student participation.
53

Other courses taught by the faculty are not structured to implement this practice.
The group work benefits students who are prepared with the background material and ready to
participate in discussions the most. Therefore, it is essential to include activities/assignments that
facilitate student preparation and participation.
54
Title of Practices: Use of Peer Review for Exam Questions in a Capstone Course
Name of Implementer(s): Laura A. Mandos, Jean Scholtz, Cynthia Sanoski
Telephone Number(s): 215.596.8585, 215.596.8524, 215.596.8933
Email Addresses: l.mandos@usip.edu, j.scholt@usip.edu; c.sanosk@usip.edu
Department: Pharmacy Practice/Pharmacy Administration
Type of Students: Fifth year pharmacy students
Size of class where this practice can be implemented: Any size,
The goals of the Peer Exam Review Process:
1. Improve the consistency of the exams given in the Pharmacotherapeutics course sequence
in terms of difficulty and language.
2. Improve the quality of the exam questions written
3. Decrease the frustration of the students by giving consistent challenging exams.
All questions for Pharmacotherapeutics Exams are reviewed by a three member faculty panel
consisting of the course coordinator as well as two senior faculty members. The members of the
panel were chosen by the course coordinator and had to agree to serve for a whole year. When a
faculty member submits their exam questions, they must submit what teaching/learning objective
the exam question corresponds to as well as where on Bloom's taxonomy does the question fall.
The reviewers then read the questions and submit feedback to the faculty writer. Each exam
contains the same percentage of application/analysis/synthesis questions and knowledge
questions. The faculty writer then submits a final draft of their questions. The writer has the option
to take as little or as much feedback from panel as they wish. The panel comments on grammar,
language, clarity, and content of the questions. We also standardized the format for the K-type
questions. The faculty members are allowed to use a three answers or four answer formats. The
three answer format is the same format used on the NAPLEX exam (Pharmacy Board).
The faculty writers were given more time to submit the final draft after they received the peer
review feedback.
practice:
The statistics of the exams, especially the point biserials, and the number of questions dropped
has decreased. The students are satisfied that a group of faculty members are ensuring that some
type of quality control is being used
For the most part, faculty members are appreciative of the feedback and like the idea of someone
else looking at their questions.
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The students are reassured that some form of quality control is ongoing and that consistency is a
goal for the faculty members teaching in the course.
No, only because I am not the course coordinator for other courses offered by the Department of
Pharmacy Practice. I would certainly recommend this process.
In sequentially taught courses, this is an excellent way to ensure consistency. However, there must
be buy-in by the faculty members participating in the course.
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Leahy Finalist
Name of Practices: Making the move to an Aligned Curriculum: The Revision of
Physical Therapy Issues I
Name of Innovator: Carol A. Maritz
Telephone Number: 215-596-8683 Email Address: c.maritz@usip.edu
Department: Physical Therapy
Type of Students: First Professional Year
Type of course or activity where implemented: Required
Course or activity where implemented: Physical Therapy Issues I: Communication and
Documentation
Prior to the fall 2006, PT Issues I was a lecture-based course. While the students did have two
hands-on opportunities in the pro bono clinic, the course itself was primarily teacher driven.
Lecture was used to convey new learning material and attempts were made for active breakout
sessions for students to apply this new information. Sometimes case studies or guided questions
were used. One of the noticeable problems was that the students were not prepared for the active
learning portions. Although readings were assigned prior to class it was evident that few had read
the material. Student assessment of learning followed the lecture-based design in that 40% of the
course grade was from multiple choice examinations. Additionally, the students were required to
complete and write up a patient interview, 2 note writing assignments, a patient evaluation and a
discharge summary which made up 55% of the course grade. There were no opportunities for
formative feedback prior to the summative feedback.
Overall the course was rated by the students as 1.62/5.
I felt that the students were not engaged, the lectures were boring, the
examinations did not accurately assess skills, and affective domain was
not fun to teach.
It was apparent that the objectives were not aligned with the learning activities and therefore the
assessments were not a true measure of learning. Based on the feedback from the students and
my own assessment of the course, I determined that this course needed to be revised to more
effectively align with the Mission of the DPT Curriculum as well as to meet both the students' goals
as well as the instructor's needs. Hence, PT Issues I in fall of 2006 was transformed.
A. rationale or goals of innovation,
Goals
1) To create a course that actively engages students in learning the content of communication
and documentation
2) To align this course with the Mission of the DPT Curriculum and its Program Outcomes
1. Course objectives were revised to be in line with the Department's Learning Outcomes and
the General Education Skills.
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2. Learning activities were changed to reflect the move from lecture to case-based format. The
activities selected required active learning opportunities for the students that simulated "real
life". Case studies were developed from real patient scenarios from the Pro Bono Clinic.
Experiential learning opportunities were created such that students interacted with patients
and other health care providers at the Pro Bono Clinic.
3. Assessments reflected the active and experiential learning activities. Formative feedback
was employed to help the students improve the depth of their learning.
I started by developing cases based on "real-life" patient scenarios from the pro bono clinic.
The cases reflected the content of the course.. While the questions that the students had to
answer about the cases from week to week were similar, additional more complex questions were
added as the course progressed. The cases allowed for more than one solution to the problems
which was done to generate deeper discussions among the groups.
Students were assigned into groups of 5 and remained in these same groups for the entire
semester. Groups were responsible for their own leadership and monitoring. Readings were
assigned to help provide the students with background content that would help them work through
the cases. Cases were distributed to the students the day of class. Groups had the first hour of
class to work through the issues in the case. They had to answer a series of questions that helped
them identify the problems and come up with solutions. Some cases would ask the students to role
play and while others involved more problem solving. Following the small group activity, the class
as a whole went through a debriefing process. This debriefing process allowed for different
solutions to be discussed and debated. During this time the instructor would bring up larger policy
issues for the students to try to tackle. Students were assigned to write a brief that summarized
their group activity and asked them to identify 2 things that they learned in that class session
Based on previous classes, I knew that the students needed additional practice opportunities to
refine their patient interview skills. I arranged for USP employees to serve as mock patients for the
students to practice their interview skills.
Learning Activities
1. Case study interviews with mock patients and real patients at the Pro Bono Clinic.
Assessment - 1. Student groups presented their information and wrote a brief that identified
learning and questions.
2. Students wrote up their patient interview and received formative feedback from the
instructor. Students also answered guiding reflective questions about the experience. USP
volunteers also completed a feedback form.
3. Students wrote up their patient interview from the Pro Bono Clinic and received a grade for
this assignment.
I have multiple data sources to measure learning outcomes:
1. USP volunteers completed a feedback form related to the practice interview session 14/25
forms were returned. They felt the students demonstrated professional behavior and were
well prepared for the interview.
2. Students completed 3 reflection papers related to course activities that capture their
assessment of learning
learned how to interact with patients
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3.
4.
5.
6.
more confident in communication skills (written and verbal)

"real life" experiences help us learn better
Grades for both assignments and course grades - 50% received A's - I believe that the
multiple levels of assessment allowed students with different learning styles to be successful
and that the variety better reflected the active nature of the course.
Student assessment of top 10 things they learned as a measure of meeting course
objectives - One of the course wrap up activities included having the students in their small
groups identify the top 10 things they learned in this course. There was consensus from the
group that all course objectives had been met.
Student reflection paper on learning outcomes for course were very positive.
Student course evaluations - comparison between 2004 and 2006
Fall 2004 Student Course Evaluations

Positive comments included liked going to the pro bono clinic (n=3). They made constructive
comments including: the course was too slow, the material was dry,
wanted fewer lectures and more activities, more examples.
Sample Question from Course Evaluation
Instructor stimulated or aroused interest in subject matter = 2.29/5 (1=strongly agree)
Fall 2006 Student Course Evaluations
Positive comments included: case studies beneficial (n=9),faculty interviews were helpful(n= 3),
teacher effective (n= 6), liked going to the pro bono clinic n= 4), Constructive comments included:
didn't like the double entry journals (n= 3)
Sample Question from Course Evaluation
Instructor stimulated or aroused interest in subject matter =1.59/5 (1=strongly agree)
Students acquire broad principles and major facts through real or simulated activities (Hickcox,
2002). Communication and documentation are topics that require contextual learning. By using the
case-based design the students had the opportunity to problem solve "real-life" situations that
related directly back to their readings. This prepared them for the experiential opportunities they
had in the pro bono clinic with patients.
Describe student reaction to the innovation: see above
As the class size increases more faculty will be needed to provide assistance with the formative
feedback for assignments as well as to co-facilitate the case studies. This was discussed at our
annual faculty curriculum review and agreed upon by the faculty.
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I have already implemented this innovation in my course this spring semester. My goal is to
implement this strategy of aligning courses to the curriculum using active learning strategies in all
of my courses as well as suggesting that other faculty in the department consider this as well.
There is a great deal of preparation time in the design and development phases of this type of
course. A spent a considerable amount of time developing case studies. In addition, providing
students with formative feedback on all first time assignments is also time consuming but well
worth it in the end. The reward is to see the students actively engaged in a class that had
previously been so dull.
Additional Comments:
The Mission of the Department of Physical Therapy is to educate Doctor of Physical Therapy
students to practice autonomously within an evolving, complex, and diverse healthcare
environment. It is essential that faculty revisit their courses in order to ensure that their course
continues to be aligned with the outcomes of their program or department. This innovation
facilitated this process for me.
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Title of Practices: How to Read a Scientific/Clinical Journal Article

Name of Implementer: Jeanette McVeigh
Telephone Number: 215-895-1197 Email Address: j.mcveig@usip.edu
Department: Information Science
Type of Students: Students in the sciences, in clinical professions, perhaps social sciences
Level of students for which this practice can work: General education, Advanced
undergraduate
Type of Course or activity where implemented: Lecture, Online class
Students develop the skills to analyze a clinical or scientific article.
In a file created in html, a reading describes the structure and significance of the organization in a
scientific article as compared to a magazine article. The reading has links to the parts of actual
scientific articles, e.g., an Introduction, a Methods section. In the readings, students are asked to
respond to questions about the examples and are asked reflective questions to relate the example
to their course work or work experience. Students are further required to "nominate" their own
clinical article and create a profile of its layout, structure and language and compare it to a
magazine article.
This one session has been expanded in one course to include analysis of a magazine (look, use of
illustrations, editors, authors) and the analysis of a journal (same elements as magazine).
practice:
Students are presented with actual examples of the parts of the clinical/scientific journal and must
respond, individually, to them. They have to relate the experience presented to their previous or
current course work or work experience through reflective questions and they are given the
opportunity to test what they know by "nominating" their own clinical/scientific article.
Teaching the primary literature can be tedious and difficult in large classes. Some students
respond, others don't. This method ensures all students respond to the explanation of the parts, to
reflect upon them and to demonstrate their understanding by selecting their own nominations.
Students can do this on their own time. Students in clinical professional training programs and the
sciences need to manage their time. They are also given opportunities at several levels to
succeed--the straightforward response to questions, the need for reflection and the ability to apply
learning to a real case.
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It has already been expanded to three sessions. The reading is always examined for currency and
examples from the scientific/clinical articles will be changed to prevent cheating.
This is currently used in an online course for pharmacy, OT, PT and Physician Assistant students.
It is also used, using scientific journal examples, in the Literature of Chemistry course.
I would like someone to try it in the social sciences. I think it is applicable across disciplines.
62
Leahy Finalist
Title of Innovation: Student Impressions of Self-Correcting Multiple Choice Exams in
Name of Innovator: Stephen T. Moelter
Telephone Number: 215-596-7534 Email Address: s.moelte@usip.edu
Department: Social Sciences
Type of Students: Psychology
Course or activity where implemented: Cognitive Psychology
Student performance on closed-book multiple-choice examinations is thought to reflect learning
through memorization of concepts and exemplars. The addition of an "open-book" period may also
hold significant value by encouraging the student to organize test-relevant material, select areas
for further analysis, and check accuracy. In applied settings, supervisors may value these goals
ahead of content knowledge. Self-Correcting Multiple Choice (SCMC) exams (Montepare, 2005,
18-10, APS Observer) were implemented in a Cognitive Psychology course in order to provide a
testing situation that demanded learning of important concepts and exemplars yet also encouraged
content organization before the exam and fact checking during the exam.
Briefly, students were allowed one hour to finish a 45-item, closed book, multiple choice exam,
followed by a minimum 20-minute open book and open notes fact checking period. Students
earned full credit only for correct responses provided during the initial 60-minute session. Half
credit was assigned to items improved during the fact-checking period. One week after the second
of three exams, students (n =19) were surveyed about their experience with the SCMC exams in
comparison to other multiple-choice exams.
N/A
Across all three exams a significant four percent mean gain between the closed notes and open
notes period was observed, t (23) = 11.3, p < .005. A trend level negative correlation between test
gain and exam performance, suggested that students who performed at lower levels tended to
show larger gains, r (23) = -.36, p = .08. Results of the SCMC survey following the second exam
indicated that students were generally satisfied with this experience and reported notable effects
on learning and studying relative to other multiple-choice exams. For instance, only 26% of
students reported studying more for SCMC exams but 63% reported improved learning and test
performance relative to other test types. SCMC exams were rated as less anxiety provoking by
68% of students. Perhaps the most compelling result was that 79% of students reported that they
prepared specifically for the SCMC exam by taking notes to use during the fact-checking part of
the exam. Furthermore, 32% of students reported that they changed their approach to non-SCMC
exams (in other courses) as a result of the SCMC exam experience.
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Not surprisingly, the SCMC format yielded a small but significant four percent gain in test
performance. Compared to other exams, most students reported more learning, less anxiety, and
preparing specifically for the SCMC exam. Anticipated concerns regarding performance increases,
grading time, and exam security were minor compared to the positive student response. The
results also suggest potential for improved content learning and test preparation techniques.
As noted, student reaction to the SCMC exams was quite favorable and suggested changes in test
taking strategy that may have positive implications for learning in this course and in other
examination settings.
Not initially. I will continue to use the same format and continue to collect data.
Undergraduate and graduate courses that include multiple choice examinations.
Instructors should be encouraged to adopt this strategy because it has many positive outcomes
and very few drawbacks. I was especially concerned about significant increases in test
performance after the open book period. As the results suggest that did not happen. Positive
changes in attitude toward testing and test preparation far outweigh the drawbacks. In addition
grading did not prove to be especially time consuming.
Additional Comments:
This work was accepted for presentation at the Teaching Institute of Association for Psychological
Science Annual Meeting this May in Washington, D.C. www.psychologicalscience.org
64
Title of Practices: Using Conceptual Diagrams/Maps Promote Deep and Meaningful

Learning
Name of Implementer: Alison M. Mostrom
Telephone Number: 215-895-1137 Email Address: a.mostro@usip.edu
Department: Biological Sciences
Type of Students: Any level; majors or non-majors; sciences and humanities
Type of Course or activity where implemented: Lecture, Service learning, Field/clinic
experience, Online class, Seminar/discussion
Learning Goals: In order to foster a "learning centered experience/environment" in 3 of my
courses, students construct Conceptual Diagrams/Maps.
(1) Students in my General Biology I, BS103, course who attend optional recitation construct
Conceptual Diagrams / Maps as a team and draw these on the white board. Five major topics
which students construct Conceptual Diagrams / Maps during the semester after lectures are
presented are: Major Macromolecules DNA Synthesis RNA Synthesis Protein Synthesis
Mitosis vs. Meiosis
(2) Students in my upper-level courses (Animal Behavior; BS305; Ecology: BS377) construct
computer generated 3-page formal Conceptual Diagrams / Maps for every topic / research
article covered in the course (or in my part of the course) in lieu of lectures and exams. In
order to construct a Conceptual Diagram / Map of a topic (or article), students must organize
their understanding of the topic into a hierarchical structure and must illustrate linkages
between components and subcomponents of the topic / article. Students work in teams (either
entire recitation section for General Biology I, or in groups of 2-3 for Animal Behavior & my
part of Ecology).
(1) General Biology I (BS103): Fall 2006: After lecturing on most major topics, and prior to giving
the exam, I used the optional recitation (in part) to have students construct a Conceptual Map
of that topic as a team. After a brief introduction to Conceptual Maps and instructions as to
how to construct Concept Maps, student volunteers came to the white board to construct the
Concept Map for the topic most recently covered in lecture. I served as (1) facilitator to
encourage students to come forward; and (2) editor to question students about their concept
maps' hierarchy structure or linkages (in order to get students to think carefully about the
components and relationships).
(2) Animal Behavior (BS 305) and Ecology (BS 377). In lieu of lectures and exams, I directed
students to read either the textbook, secondary, and/or primary literature relating to a
particular topic. Students (in teams of 2-3) then spent a week constructing a formal
"Conceptual Diagram". Students were introduced in detail to the construction of Conceptual
Diagrams (using Novak's 1998 Concept Map method), the rationale behind my use of
Conceptual Diagrams, and my grading rubric. The completed formal Conceptual Diagram was
3 pages: the first page was the visual Conceptual Diagram / Map; the second page was the
written summary that accompanied the visual page; and the third page provided literature and
student authors citations. Students in Animal Behavior completed 10 Conceptual Diagrams;
while students in Ecology completed 6 Conceptual Diagrams (I teach the first half of the
course only).
65
This is the first time I have implemented this learning centered activity. This learning activity is a
modification to an earlier "exam-less, lecture-less" format that I used in which students read the
textbook and secondary and primary articles and discussed these in class. I implemented this
change because I felt that having students construct Conceptual Diagrams / Maps promoted
deeper, more meaningful learning, than class discussions. The construction of Conceptual
Diagrams / Maps requires students have to visually and verbally articulate their understanding of a
topic / article by identifying its major components, sub-components, and the relationship between
these factors.
practice:
Outcomes: Students in both settings (General Biology in recitations and juniors / seniors in upper
level seminar / discussion courses) were able to generate Conceptual Diagrams / Maps that
showed they were organizing a relatively complex topic into an appropriate hierarchical structure
with appropriate linkages between components and subcomponents. Students in my upper level
courses successfully integrated the visual map with a verbal summary with formative assessment
from me as the "learning facilitator" and from peers in the class. After these formative
assessments, students revised their Conceptual Diagrams. Two of the Conceptual Diagrams
constructed by students in my Animal Behavior class summarized 2006 Animal Behavior primary
literatures. These were sent to the primary authors for review. Both received very favorable
responses with some suggestions for improvement. The students revised their Conceptual
Diagrams with these authors' suggestions in mind.
1. "Deep and meaningful learning". Students are constructing their own visual summary of a topic
with hierarchical structure and linkages. This is a very "personal" representation of a topic.
Personalization occurs because students have spent time thinking, constructing, often debating
with others, and thereby revising their original thinking about the relationships among
components and subcomponents of a topic. The product is their "intellectual property", and
there are often very proud of it.
2. Teamwork: students are working either as an entire "recitation team" (General Biology I) or in
small groups of 2-3 (Animal Behavior, and Ecology). Students initially chose their teams in my
upper level courses. After each topic, I took an anonymous poll in which students stated
whether they wanted to "stay" in their team or "switch" teams. Students elected to stay in their
teams throughout. I think because they were given power of team membership and the
potential to change that membership they worked well together.
Student reactions: In General Biology the student reaction was both positive and negative. The
students were much more positive in the upper level classes including,I thought that the format for
this class was new and exciting and made me eager to come to class since I knew I was not going
to be bored by a long lecture"
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Animal Behavior; Ecology: In my next iteration of this innovation I will have students construct a
Conceptual Diagram from a recent Animal Behavior / Ecology primary article in which I have
provided only the Introduction; Methods & relevant figures. After completion of the Conceptual
Diagram, I will provide students the entire article. They will then compare and discuss their
understanding of the major findings of the paper with that suggested by the author(s) of the paper.
This is an exercise meant to integrate the use of Conceptual Diagrams with a critical assessment
of data.
Yes: any junior / senior level courses I teach in the future (due to the deep and meaningful learning
that I believe is occurring using this innovation). Yes: BS104: Topic: Evolution
Provide modeling sessions Construct your own Conceptual Diagram / Map first, but do not expect
students' version to be similar to yours. Your role becomes facilitator not teacher. There is no one
"right" answer. Allow intellectual freedom Allow team freedom Provide a simple grading rubric and
provide feedback to students as to what their grade is on the Conceptual Diagram (if using them as
an assessment of their understanding of a topic).
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Title of Practices: Question of the Day

Name of Implementer: Mohamed H. Nassir
Telephone Number: 973-800-4580 Email Address: mohamoski@yahoo.com
Department: Math, Physics Computer Science
Type of Students: 1st and 2nd year
The question which is in mainly in multiple choice format, makes the connection to subject that is
taught that day. It helps students to understand the basic element of the subject.
The question is written on the board in the beginning of the class and the answer is discussed at
the very end of the same class.
This technique is used in the beginning of this semester. Since then, I have been noticing
significant improvements in understanding the subject and answering similar question in the tests.
practice:
One of the outcomes of this method is that the students were eagerly waiting for the question of
the day and they are willing to look for the correct answer.
What is working is the way that the students trying to do their best and learn even from their
mistakes in case of incorrect answer. Why it is working because of the willingness of the student to
see new technique of learning.
I received so many good gestures and compliments from most of the students.
It was sustained during the whole semester.
I have only this course at USIP. However, I implement same technique with my classes in Widener
University.
68
It is very important to use this technique and there will be good opportunity even to develop and
improve this technique.
69
Title of Practices: World Caf

Name of Implementer: Melanie B. Oates
Telephone Number: 215-895-1182 Email Address: m.oates@usip.edu
Department: Pharmaceutical and Healthcare Business
Type of Students: any
Type of Course or activity where implemented: Lecture, Service learning, Online class,
Seminar/discussion
Size of class where this practice can be implemented: Less than 30, 31 - 69, 61 100
This technique is used to create group based solutions to problems and to stimulate group
cohesion
The World Cafe is a technique that has been used worldwide for "think tank" exercises. It has been
implemented in corporations, educational institutions and political action meetings. Unlike standard
group "break-out" meetings, in which a single group remains together to work on a problem, the
World Cafe relies on cross fertilization of ideas among groups. The process is as follows: 1) tables
to accommodate 5-6 participants are created 2) the entire group (all participants) decides upon a
key question or set of questions to be explored 3) a moderator ("host") is assigned to each table;
this person will remain at the same table for every round of discussion 4) participants are assigned
to their tables and attend the first 20 minute discussion round 5) after round one, the participants
rotate in a round-robin style to another table for round two 5) each person brings their insights from
round one to the table for round two discussion 6) the table host summarizes the results from
round one for the round two participants 7) after 20 minutes of round two, another round robin
assigns participants to a table for round three 8) the table host summarizes rounds one and two for
the round three participants, and each participant summarizes his/her insights from rounds one
and two 9) after round three, the entire group reconvenes, and the consensus reached or not
reached is discussed
1) When I first used the technique with students, I discovered that students may need more
direction for the selection of discussion questions. Therefore, I now suggest appropriate
questions
2) When I used this first in my Consumer Behavior class; I had a World Cafe every week.
However, this was too time consuming. The next time I use it, I will only hold 2-3 World
Cafes during the semester
practice:
Essay examinations indicated that the students had a deeper understanding of the topics included
in the World Cafe, compared to examinations on the same topics in previous years. No statistical
comparison has been completed yet, however.
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This works because it exposes students to a range of understandings about important questions
In general, based on a survey of the class, the students found the practice to be helpful, but they
suggested that we have fewer, but more focused, sessions
Fewer sessions and more focus
Explain
I will not move it to other courses until I have more data
Keep the discussion focused. Use at least a two hour class.
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Title of Practices: Modified Problem Based Learning in Pathophysiology

Name of Implementer(s): Lora Packel , Phyllis Blumberg
Telephone Number: 215-596-8678 Email Address: l.packel@usip.edu
Department: Physical Therapy Health Sciences
Type of Students: Undergraduate or Graduates in the Health Professions
Type of Course or activity where implemented: Lecture, Lab, Online class
Presentation of fundamentals in pathophysiology lends itself to dry lectures with passive learning
by the students. The rationale for using a problem based format was to enhance knowledge
acquisition in pathophysiology through active learning. Other goals included teaching physical
therapy students how to access and assess scientific literature and utilize it to analyze a disease
they will encounter in their profession. This is an excerpt from the course syllabus that helps
explain the goals of problem based learning as I applied them in this course. "Learning (is) a
process that culminates in the ability:
to ask the right questions and frame good problems,
to acquire information and evaluate sources of information
to critically investigate and solve problems,
to make choices among many alternatives
to explain concepts to others (both verbally and in writing) and
to generalize to new situations." Ganter SL & Kinder JS, editors. Targeting Institutional
Change: Quality Undergraduate Science Education for All Students. Targeting Curricular
Change: Reform in undergraduate education in science, math, engineering, and technology.
A report of the 1998 AAHE Conference on Institutional Change. The American Association
for Higher Education.
There were six groups of five students. A patient case with presenting symptoms, pertinent history,
laboratory results and imaging results were given on day 1. Students analyzed the case and
identified any unfamiliar terminology, concepts from previous classes that needed review and new
learning questions. These learning questions would help the group analyze the patient
presentation and determine one or two leading diagnoses. Each of the students in the group was
responsible for researching 1 or 2 learning questions and writing up a 1-2 page brief which was
distributed via e-mail prior to the second class. At the start of day 2 of the case, the students gave
a verbal summary of their brief including how they felt it fit into the patient presentation. After
approximately 45-60 minutes of group discussion, the students determined a patient diagnosis.
The class came together as a whole for a student driven review of important concepts in the case.
Then, each group was given one week to write up a case summary that weaved together all of
their briefs. During each class, there were two professors who acted as group facilitators. The
professors helped with probing questions, identification of resources and for problem solving. Each
group also had a student facilitator that was given probing questions by the professor to help along
any discussion that became stagnant.
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The next time I run this class, I would change around the order of the cases to help facilitate
student learning.
practice:
Student course reviews were very positive. Over this summer I plan on taking a qualitative
assessment of the student briefs and case summaries to determine learning over the course of the
semester.
Developing communication skills was an important part of the PBL format. Students needed to
communicate with classmates who had varied styles and levels of confidence. In addition, problem
solving skills were enhanced through real life cases and student driven discussions.
Course evaluations were very favorable. Students enjoyed the case studies and were able to see
how the material will impact their practice as physical therapists. Some students suggested that
their personal briefs should be weighed more in the final grade compared to the group case
studies to reflect their personal effort and problem solving skills.
I may try to create shorter cases so that we can cover two different patient presentations per
module. This would allow us to cover more material, although I am concerned about the depth of
the material covered.
Explain
I am considering making PBL a component of two courses in the upper level physical therapy
curriculum to help students relate material to their practice of physical therapy. I believe this will
also enhance their decision making capabilities in the clinical setting.
Have an adequate number of professors who help facilitate the process so that each group gets
individualized attention.
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Title of Practices: Huddles

Name of Implementer: David Pauley
Telephone Number: 215-596-8817 Email Address: d.pauley@usip.edu
Department: Athletics/Physical Education
Type of Students: All years
Type of Course or activity where implemented: Lecture, Field/clinic experience,
Seminar/discussion
The goals of this practice are to get kids to communicate in their own words what is being taught.
The goal is for the students to absorb the information and relay it back to their peers.
After any 4 minute practice session, I call "huddles". Both teams meet together and only 1 player is
selected to speak. No one else is allowed to speak. The speaker has 45 seconds to talk to his
group before breaking out to practice.
Students learn to develop word-picture skills to better communicate what is being emphasized or
taught in that particular session. It gives you instance feedback on whether or not the students are
"getting it!"
practice:
Learning outcomes: better absorption of material, less repetition in teaching, peer pressure of not
letting your teammates down, and more intensity in the lesson plan.
What is working - putting knowledge into their own words and teaching others. You retain 95% of
what you teach to others.
They like it; it is difficult at first for the more soft-spoken players.
n/a
Explain
I feel that this practice could work in any setting.
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Try it - you like it!
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Title of Practices: Major Themes in Biology

Name of Implementer: Lois H. Peck
Telephone Number: 215-596-8922 Email Address: l.peck@usip.edu
Department: Department of Biological Sciences
Type of Students: All students, especially under prepared students
Size of class where this practice can be implemented: Any size, Less than 30 is best
First year students come to college being trained to memorize an encyclopedia of scientific facts.
They are unable to see the connections and unable to put the pieces of a puzzle together to see
the whole. They can't see the forest for the trees. By starting the course with the themes that
underlie biological sciences, the students are challenged to make connections and begin to think
critically. Throughout the semester, the instructor emphasizes the themes and how they connect
with the concepts or principles in biology.
During the first two weeks of the semester, the major themes are introduced in greater depth than
most introductory material. At this time each theme is presented so that students begin to construct
their understanding of the major connections between isolated facts and themes. Students are
required to choose three themes that they perceive to be more important and support their choice.
As the semester progresses, the themes are stressed. Students are given scenarios to solve,
checking for understanding questions to answer that require analysis, synthesis and evaluation,
and essay questions that require students to demonstrate their understanding of major themes.
I have extended the amount of time devoted to the themes, and developed more interactive
activities that stress integration of material.
practice:
The students are able to demonstrate their knowledge and understanding of the connections
between facts and themes that are woven throughout the course. The students demonstrate their
metacognition throughout the course as they build a deeper understanding of principles and
concepts.
Student evaluations of the course indicate that they have a better understanding of the material.
They see the connections and the pieces are starting to form a coordinated schema.
76

At first students want to know what is going to be in the test. What facts will they have to
memorize. As the semester progressed, they begin to put the pieces together and see the
application of the concepts and principles. As several students stated, "you make me think and
now I understand the material."
Not at this time
Explain
Each course has major themes that are woven throughout the course and it is essential to identify
the themes early in the semester. Give students the opportunity to build the connections between
isolated facts and the big picture. Integration of information, concepts and principles is essential for
all courses. Students have to be taught to see the connections and given opportunities to make
those connections.
Choose the major themes that are woven throughout your course. Begin the semester by
introducing the themes over a period of a week or two so that you develop a deeper understanding
of the major concepts and principles. Help the students build those essential connections.
77
Title of Innovation: Learning Centered Teaching in a Large Class

Name of Innovator: Andrew M. Peterson
Telephone Number: 215 596 8877 Email Address a.peters@usip.edu
Type of Students: Pharmacy - 4th year
Course or activity where implemented: Pharmacy Systems Management
1. Eliminate exams and substitute more authentic assessments
2. Promote teamwork and relate the need for teamwork in class to teamwork in managing a
pharmacy
The innovation is the elimination of examinations and this innovation was implemented in the
Pharmacy Management course. Students (120) are randomly assigned to 20 groups of 6. Each
group represents an area of pharmacy practice (e.g., Retail, Hospital) and tackles management
problems from that perspective. There are no exams in the class. Instead, written, oral and group
work comprises the means of assessing student performance. Rubrics are used to assess the
written assignments. There are 4 required written and 7 optional written assignments along with 17
group activities, with a 10-12 minute end-of-semester group presentation. The structure of the
class and the assessments promote collaboration and teamwork. Using multiple assessment
techniques and multiple avenues of learning helps students choose the means of learning that best
suits them.
N/A
The outcomes expected include more collaboration among students, an increase in retained
knowledge and an appreciation for learning.
The transformation from a lecture-based presentation of material to an interactive, learningcentered environment has been gratifying. The near-weekly assignments help students maintain
contact with the material further promoting retention. There was an increase in collaborative
learning during each group activity as the semester progressed. The reason why this innovation is
working is that the students see this as a departure from the typical exam-based course. They
appreciate the ability to choose the level as well as the content of the work. They also appreciate
the opportunity to collaborate with other classmates.
The students reacted positively to the class. The mid-semester and final self-assessments speak
to their perceived satisfaction with the class. The students usually comment positively on the use of
78
groups to enhance learning. The quality of the work turned-in by students improved as the
semester progressed.
I will continually monitor the student reactions to the group activities and adjust each semester. I
will also look for ways to incorporate new information and attempt new activities.
Will you implement this innovation in other courses? No
Structure the group activities so that individuals must complete work before coming to class to
make a better contribution. Consider requiring this aspect of the work to be handed in with the
group work. This will minimize the potential for students relying on others to accomplish the work.
Also, in the beginning of the semester, have each group develop rules by which it will run and then
have the group assess how well they are abiding by the rules.
79
Title of Practices: Design and Development of an Advanced Laboratory Course with an

Interdisciplinary Focus
Name of Implementer: Vojislava Pophristic
Telephone Number: 215-596-8551 Email Address: v.pophri@usip.edu
Type of Students: Chemistry majors, but other students interested in materials science and
physics as well.
Type of Course or activity where implemented: Lab
The rapid development of new scientific disciplines, such as materials science and
nanotechnology, has established a new position for chemistry - one of crucial importance to
science in general, due to its close association with many of the emerging fields. Thus, chemistry is
increasingly treated and referred to as a "central science". However, despite the explosion in interand multidisciplinary research directions in which chemistry is involved, undergraduate chemistry
education mostly remains within the framework of the four traditional chemical areas (analytical,
inorganic, organic and physical), for a difficult to overcome reason. In front of chemistry instructors
lies a complicated task - to introduce basic chemical concepts along with their applications to other
scientific disciplines, to students who, in their initial years of chemical training, are only beginning
to build their knowledge of both chemistry and other sciences. Thus, General Chemistry is only
rarely taught from new, interdisciplinary perspectives, whereas higher-level courses offer more
opportunities for introduction of multi-faceted solutions to scientific problems, with an emphasis on
chemical concepts. I believe that in addition to the necessary traditional Chemistry courses,
Chemistry majors should be exposed to courses that will prepare and enable them to contribute to
the research and development of currently growing non-traditional, but chemistry-related
disciplines, as well as those that will emerge in years to come. In the past two years, my goal has
been to design a course that will allow introduction of advanced chemical concepts otherwise not
covered, or briefly covered in the first two years of the chemistry curriculum, and relate them to
current scientific problems and interdisciplinary applications. The goal is to show students that an
approach from more than one scientific direction, coupled with a strong basis in chemistry, can
provide solutions far better and more efficient than those reached by working and thinking within
individual scientific fields. Teaching chemistry from such a perspective early on in a student's
scientific development will enable students to advance as interdisciplinary thinkers, with
appropriate skills.
I have completely redesigned Physical Chemistry Laboratory II Course (Chemistry 424) so that
now it has a focus on Materials Science, an important interdisciplinary field otherwise not covered
in either USP Chemistry curriculum, or through other USP courses, due to the lack of engineering
departments at USP. The course integrates inorganic and physical chemistry using concepts in
materials science and solid state chemistry.
Being that the basic theory of materials science is not systematically covered in the typical
chemistry curriculum, I have designed the course so that each experiment is preceded by a lecture
that introduces necessary ideas by building on the knowledge acquired by students in the basic
80
chemistry and physics courses. The experiments are chosen to illustrate physical characteristics of
compounds/materials used outside traditional chemical applications. Each experiment consists of
two related components: a) a synthesis of a material and b) a characterization or physical
chemistry type experiment performed on the material synthesized by the students in part a). Thus,
students get to integrate their synthetic skills with physical chemistry and analytical skills, and to
follow a material from its synthetic components to its final form in which it performs a certain task,
previously dealt with theoretically. In some cases, students were able to make operational devices
that they encounter in everyday life, such as Light Emitting Diodes (LEDs), and demonstrate their
function, by producing bright light in the case of the LED experiment. Currently, the course
consists of six topics. Experiments are both modified/combined from the literature ones and newly
developed. The first half of the semester focuses on conductivity properties of semiconductors and
superconductors. Students synthesize a bulk and a doped semiconductor, quantum dots and a
superconductor. Students then experiment with the synthesized materials to for example
determine band gap energies, quantum dots sizes, conductivities and kinetics of luminescence.
Through synthesis and characterization, the second half of the semester illustrates mainly
magnetic and nano properties of several materials, and deals extensively with zeolites. I have
developed handouts that cover both the theoretical concepts and experimental instructions, due to
the lack of appropriate textbooks. The experiments are presented in such a way that a certain
degree of independent thinking and experimental reasoning is expected of students, as the course
is taught in their last semesters of undergraduate studies. I have found that students are ready for
and actually appreciate this departure from the traditional "instructional/cook book" approach to
laboratory courses.
In the first two semesters of teaching the course, my students have performed a number of
experiments. Several experiments turned out to be more fitting to other courses or, in one case,
too simple for the fourth-year students. At this point, we are running six experiments which are
appropriate for the skill and knowledge level of senior students in Chemistry.
practice:
The main outcome is that students get to integrate skills and knowledge obtained in various
courses, including this course, by working on one project that leads them through major steps in
producing a device or an application. Although researcher responsibilities in industrial settings are
usually limited to one type of chemistry, appreciation of all steps leading to a product is crucial for
researchers to become effective team members. Students taking this course get hands-on
experience on a sequence of steps needed to solve a real problem, of a type that they are likely to
encounter as graduated chemists. Thus, an additional outcome of the course is that the students
are trained to be good team members.
The course in its current format is an effective tool for introducing interdisciplinary problems in an
experimental setting. The choice of topics used in the course illustrates several major subfields of
Materials Science and Solid State Chemistry. The choice of experimental tools leads students
through a number of synthesis and characterization techniques.
81

The educational outcome of the course is assessed through course evaluations, as well as "exit"
interviews at the end of the semester. Besides useful comments on the course, and high
evaluation grades (1.2-1.5), the student feedback also shows their enthusiasm about the
experiments and the course format, including how much fun they have in this course! For example,
I got comments such as ".this was my favorite lab out of all my labs over the four years here!";
".this lab was the coolest one ever. I wish we did cool stuff like this all the time in our other labs."
The excitement that certain experiments generate in students, e.g. when they observe that devices
they made from scratch actually work, is truly rewarding and amazing.
I am currently developing new experiments and lectures, as I plan on introducing new
interdisciplinary topics such as synthesis and characterization of liquid crystals in 2008. I also see
this course as a suitable platform to bring in the design of experiment (DOE) concept, important in
many industries that employ chemists. Thus, I would like to ultimately offer this course as a
combination of lecture and experiment part which covers topics in materials science strongly
related to chemistry, and a part in which students independently search literature, find a suitable
problem within this broad topic, design a simple DOE and perform appropriate experiments using
available equipment.
Explain
I would like to develop another interdisciplinary experimental course, similar in format, with the
focus on biological applications of chemistry.
I found that students appreciate having an overview of a process. They are enthusiastic about
actually making something that has a real application, and that works!
82
Title of Practices: Princess Stephanie Strategy Review

Name of Implementer: Bruce B. Rosenthal
Telephone Number: 596-7439 Email Address: b.rosent@usip.edu
Department: MBA in Pharmaceutical Business
Type of Students: Business students
Type of Course or activity where implemented: Lecture, Online class, Seminar/discussion
The goal is to get students to take a strategic theory and actually attempt to use it in a very simple,
straightforward example. The example sounds so outrageous that students will -hopefullyremember what the example shows about the pitfalls, and difficulties of creating a workable
strategy (making assumptions, creating something innovative, monitoring the market, etc).
In the Business Strategy course, throughout the semester I teach six basic schools of strategic
thought (Porter, Core Competencies, etc). For each of these schools of strategy we go over
examples from the pharmaceutical industry, but at the end - for each of the strategy theories- I
have the students tell me how I could use that theory to create a strategy that would end up in my
marrying Princess Stephanie of Monaco. They have to be very careful of making assumptions
("Well, first you have to meet her!" "Aren't you assuming that I haven't met her already?"); they
have to be careful of basing strategies on past market conditions ("This is what her first husband
was like, so you should do that too..."); they have to be careful of not doing enough research,
misjudging competition, failing to grasp essential marketing points (what is P.S. looking for in a
husband?) etc. The students get experience in creating a strategy in a very easy situation - I
explain to them: "Imagine how much harder it would be to take this strategic theory and do
something REALLY hard - like launch a new drug?"
The only change was to broaden the scope; the first time I used it was with only one school of
strategic thought.
practice:
Outcome so far: the students seem enthusiastic and have e-mailed me strategies that they think
might work in getting me to the altar in Monaco; they have grasped how hard it is to create a viable
strategy in a moving and changing market, how to make assumptions + how to back them up, etc.
The students are grasping the essentials of each of the theories of strategy + how difficult it is to
create strategy etc. It is working because it is a simple example, silly, but memorable. One student
told me that years from now, he might forget the details of Porter's theories, but whenever he
83
thinks about possible strategies he will always think: "But could this get Bruce to marry Princess
Stephanie"
Enthusiastic, interested and intrigued. One student has a friend who teaches strategy in Drexel
and he was very intrigued by the way I was going about teaching the fundamentals of strategy.
Possibly: I might have the students develop an overall strategy for marrying P.S. using an
integrated version of all the strategies we cover in class.
Probably not - it works for strategy, not leadership or international business.
Make it fun, yet stress that the purpose is to get the students to understand how complex strategy
is to create and implement.
84
Title of Practices: Random Grading to Foster Preparation for Class

Name of Implementer: Ruth L. Schemm
Telephone Number: 215-596-8990 Email Address: r.schemm@usip.edu
Department: Occupational Therapy
Type of Students: All
Type of Course or activity where implemented: Lecture, Online class, Seminar/discussion
How can reading and analyzing primary historical sources compete in our students priorities with
there text messaging, socializing and clinically based courses? This idea is a strategy to
"encourage" careful preparation for class so everyone can contribute to the learning environment.
The goal is to foster habits of consistent preparation for class sessions.
Students are required to answer Study Discussion Questions for the majority of class meetings.
There are approximately 6-8 Study Discussion Questions for each class. Students use the
questions as a reading guide because the questions highlight important points, offer an application
or link the reading to current clinical practice so the students become more engaged in the purpose
of the readings. The students are required to complete all but 2 of the Study Discussion Questions,
about 2-3 pages of writing. Only 4 are collected for grades but these are collected randomly.
Students do not know when they will be asked to hand in their Study Discussion Questions.
I began with the total requirement but selected the highest grades for credit. This was not
successful. Moving to the required total with a periodic, random collection of papers at the end of
the class meeting was accepted by the students.
practice:
Preparation for class became a requirement and student attention improved because 1 or 2
questions required interpretation and personal opinions and ideas. One question linked reading to
their clinical or life experiences. Writing became more polished and thoughtful. Class discussions
became more lively since the questions fostered more confidence in understanding the material
and major course themes.
The requirement fostered a habit of preparing for class and writing about their understanding of the
readings before the class meeting. The questions engaged the students and fostered analysis of
ideas that started at the turn of the century and influenced practice today.
85

Most students enjoyed the Study Discussion Questions because their reading was focused and
they wanted to be prepared. A few students were lackadaisical but soon changed after a few early
assignments were returned to them. Then they understood the quality of reading and written work
required to pass the course.
Explain
Plan to use in on-line course on the Social History of Therapeutics (with Roy Robson and Mike
Brody).
The earlier the Study Discussion Questions are posted the better!
86
Leahy Finalist
Title of Innovation: Bingo Motivates Students to Interact with Course Material
Name of Innovator: Karen J. Tietze
Telephone Number: 215-596-8854 Email Address: k.tietze@usip.edu
Type of Students: First professional year Doctor of Pharmacy students
Type of course or activity where implemented: Required, Professional or Advanced
Leahy Innovation Submission: Winner 2007 Leahy Award
Course or activity where implemented: PP305 Introduction to Clinical Pharmacy Skills
Students in the first professional year of the pharmacy curriculum tend to spend most of their time
on "high-stake" courses (higher credit courses with more frequent exams). Students typically wait
to study for the clinical skills course until just before the practical, midterm and final exams and
often cut classes, especially before and after exams in high-stakes courses. This "test-to-test"
culture has a negative impact on class attendance and long-term retention of course content.
The objectives of the bingo game are to create an extra-credit activity to:
1) increase student interaction with course material throughout the semester
2) provide students with options for demonstrating learning.
A twenty-five square bingo game card (five rows and five columns) was developed for students in
the fall and spring semester Introduction to Clinical Pharmacy Skills courses (one-half the students
take the course each semester). Extra credit was earned for achieving bingo defined as earning
five squares in a row vertically, horizontally or corner-to-corner. Students who achieved bingo
earned a five-percentage point bonus added to the final course grade. An anonymous survey was
distributed to students at the end of the fall semester; some bingo activities were added or deleted
for the spring semester based on student feedback.
The bingo activities were chosen to encourage students to review course material at least every
two weeks (on-line self-assessment quizzes), to motivate students to perform better on the
required graded activities (exams and competencies performance), to appeal to students with
different learning styles (create posters, computer animations, 3-dimensional objects, poems,
videos, crossword puzzles), and to encourage close attention to required readings and lecture
material (identify errors). The game card was designed to disperse the more convenient and timeconsuming activities. Participation was voluntary and students were free to choose if and how they
wanted to achieve bingo. Students submitted all bingo materials towards the end of the semester.
Two new activities were added for the spring 2007 course (create Jeopardy-style
questions/answers; write, perform and record a song about a major course concept).
87
A total of 2506 bingo squares were earned. All students enrolled in both semesters of the course
completed at least one voluntary bingo activity. The majority of students achieved bingo (74.6% in
the fall and 81.9% in the spring). The bingo extra-credit changed the letter grade (e.g., C+ to B-) for
39% of the students. Students who achieved bingo in the fall and spring semesters had an
average course grade seven points and ten points, respectfully, higher than the average course
grade for the prior six semesters. Students who did not achieve bingo in either semester had an
average course grade 12 points lower than the average course grade from the prior six semesters.
These results suggest that achieving bingo may have had a beneficial effect on student learning
beyond the extra-credit points. The mean number of squares earned by students who achieved
bingo was significantly higher than the mean number of squares earned by students who did not
achieve bingo in the fall semester (11.6+/-1.8; range 8-17 vs. 6.5 +/-2.2; range 2-11; p<0.001) and
the spring semester (9.5+/- 1.6; range 5-13 vs. 5.1+/- 2.8; range 1-11; p<0.001).
The extra-credit bingo game was well-received by students. Large numbers of students
demonstrated learning in nontraditional ways, including creative visual/graphic and performance
arts. Achieving bingo may have had a beneficial effect on overall student learning. The bingo game
accomplished the objectives of increasing student interaction with course material throughout the
semester and providing students with choices and flexibility for demonstrating their learning in the
course.
Fifty six (43%) of the fall semester students completed an anonymous survey about the bingo
game. Ninety-six percent agreed that bingo should be continued. The majority felt that bingo
helped the review (58.9%) and keep up (55.4%) with the course material. More than a third felt that
bingo took some of the pressure off the written exams (46.4%), made the course more interesting
(33.9%), and allowed them to demonstrate their knowledge and skills (33.9%).
Bingo activities will be added or deleted based on student participation and feedback.
I would consider implementing the bingo game in any course with a "test-to-test" culture.
For courses with large numbers of students, an electronic course management system such as
Blackboard or Angel is necessary to automate the on-line quiz access and timing and posting of
grades.
88
Educational Practices that Work at USP

Please use this form to document educational practices that work at USP.
Title of Practice *
Name of Implementer(s), (e.g. faculty, staff name) *
Telephone Number(s) *
Email Address(es) *
Department(s) *
Types of students for which this practice would work: *

Level of Students for which this practice can work:
Any level
General education
Advanced undergraduate
Type of course or activity where this practice can be implemented: *
Lecture
Lab
Service learning
Field/clinic experience
89
Online class
Seminar/discussion
Size of class where this practice can be implemented: *
Any size
Less than 30
31 - 69
61 - 100
Greater than
Describe the rationale or goals of the educational practice: *
Describe the practice: *
Describe any changes in the implementation since the first time you used it: *
Describe any outcomes, especially learning outcomes, and/or the implications of the practice: *
Reflect on what is working and why it is working: *
90
Describe student reaction to the practice: *
Will this practice be sustained within the course? *

Yes
Describe
No
Will you implement this practice in other courses? *

Yes
No
Please Explain: *
What advice would you give to other people adapting this practice? *
Do you want this abstract to be considered for a Bright Idea Award? (for a description of the Bright
Idea Award see http://www.usip.edu/teaching/award.shtml *
Yes
No
Submit Practice
91

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2007

Interactive, Learning- Centered

Enhancing quality of instruction in

Making the Move to an Aligned

Student Impressions of Self-Correcting

Bingo Motivates Students to Interact

Interactive, Learning- Centered

Application of Test Generating

Webinars for Remote Students

Summarizing student feedback on 1 page

Embedding student success skills in a

Bowman, Leslie Ann

The Who? What? Where? When?

Results of Using Personal Response Devices

Chan, Vicky, Tietze, Karen

Platform Patients: Jumping Points

Mi Puerto Rico: Student PowerPoint Photo Essays

Rating the References: A Cooperative

The March of the Clickers: Using the Audience

Flanagan, Anne Marie

Independent Peer Collaboration

Living Legacy Project

Service learning in health psychology

A Peer Reviewed Written

Use of Haiku in Freshman Composition

Enhancing quality of instruction in large classes

Community Based Client Fieldwork Experience

Making Students Responsible for Readings

Peer-Evaluation to Assess Group Problem

Promoting Student Learning Through

Mandos, Laura A.,

Use of Peer Review for Exam

Making the Move to an Aligned

How to Read a Scientific/Clinical Journal Article

Student Impressions of Self-Correcting

Using Conceptual Diagrams/Maps

Question of the Day

Modified Problem Based Learning in

Major Themes in Biology

Learning Centered Teaching in a Large Class

Design and Development of an Advanced

Princess Stephanie Strategy Review

Random Grading to Foster Preparation

Bingo Motivates Students to Interact with

Using Conceptual Diagrams/Maps

Major Themes in Biology

Webinars for Remote Students

Peer-Evaluation to Assess Group

Promoting Student Learning Through

Design and Development of an

Mi Puerto Rico: Student PowerPoint

Flanagan, Anne Marie

Independent Peer Collaboration

Living Legacy Project

Use of Haiku in Freshman

The Who? What? Where? When?

How to Read a Scientific/Clinical

MATHEMATICS, PHYSICS AND

Interactive, Learning- Centered

Results of Using Personal Response

Question of the Day

Community Based Client Fieldwork

Making Students Responsible for

Random Grading to Foster Preparation