The part of the program that has really blown me away is the Team-Based Assessment. I made a practice exam for students consisting of 12 questions and the students worked individually for about 15 minutes and then in a team for about 10 minutes. (I pulled many questions from the question bank, from Georgia Tech's Jung Choi.)
The classroom was buzzing with noise during the team component, and the students hardly needed any direction from me about what a team-based assessment entailed. Students enjoyed it, and it was thrilling for me to see how students were answering my exam questions in real time! By examining the real-time display, I knew which questions I would want to spend time discussing in the 10 minutes I had at the end of class. The screenshot shows the gains students made by talking with each other. In this particular question that I wrote, students were quite unsure of the answer individually, yet after talking with their team, they made huge gains. In fact, the students made gains on every question as a group compared to individual answers.
When I asked the 350+ students present if they learned a lot with the team-based quiz, they emphatically and rapidly yelled "YES!" to me. There is no doubt this will become a regular part of my assessment of students.
Learn about Kelly’s active learning research and its effects on black and first-generation college students (Written by Richard Pérez-Peña, The New York Times, September 24, 2014)
Read how Kelly incorporates active learning into introductory biology classes at UNC–Chapel Hill (Article: Not Just Research, Inside Higher Ed, August 20, 2015)
See what Kelly’s students say about LC
(Video produced by Paris Alston, University of North Carolina at Chapel Hill, Class of 2016)