Convention Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: Mathematical Association of America URL: http://www.maa.org
Citation: URL: http://www.allacademic.com/meta/p205363_index.html Direct Link: HTML Code:

Murphy, Teri. "Clicker Questions for Conceptual Understanding" Paper presented at the annual meeting of the Mathematical Association of America, The Fairmont Hotel, San Jose, CA, Aug 03, 2007 <Not Available>. 2010-01-24 <http://www.allacademic.com/meta/p205363_index.html>

Murphy, T. J. , 2007-08-03 "Clicker Questions for Conceptual Understanding" Paper presented at the annual meeting of the Mathematical Association of America, The Fairmont Hotel, San Jose, CA <Not Available>. 2010-01-24 from http://www.allacademic.com/meta/p205363_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Classroom response system (CRS) technology can facilitate active learning strategies, and therefore increase conceptual understanding, by enabling immediate feedback to students and instructors. The technology includes a handset (a.k.a., a clicker) that allows a student to respond, anonymously, to a multiple choice question; software records the student's response. The software offers a bar graph display of the response distribution, which the instructor can use to determine subsequent instructional actions. One challenge of using CRSs is writing good multiple choice questions. As part of two-year grant from the National Science Foundation (award DUE-0535894), we are producing a starter-set of multiple choice questions for use with CRSs in introductory statistics courses. Topics covered by our project include: descriptive statistics, probability, probability distributions, sampling, confidence intervals, hypothesis testing, and measurement. We have piloted items in an algebra-based statistics course (housed in Psychology) and two calculus-based statistics courses (housed in Mathematics, and Meteorology). We have discussed issues such as: the balance between questions that involve computation vs. questions that involve no computation; questions that have one clear answer to indicate mastery vs. questions that are more ambiguous to generate discussion; the differences that arise from the timing of the question (e.g., at the beginning of a topic vs. at the end of the topic; at the very end of one class period vs. at the very beginning of the next one) This presentation will offer examples of our items and raise related issues for discussion.

Using Clickers Toward Conceptual Understanding: Experiences in Statistics Courses

Understanding Economic and Social Rights and American Exceptionalism: A New Conceptual Framework

Understanding Questions of Regional Growth: Politics and Growth Management in Central and Eastern Europe