A non-lecture format test at California State Polytechnic University, Pomona raised the pass rate of an upper-division engineering course from 66% to 89%.
Reported by EAB, Professor Paul Nissenson enlisted the help of two professors from the institution’s psychology and sociology departments to try and increase student achievement for this required course that was causing so many students trouble. Their implemented suggestions included active learning activities, regular assessments, more close discussion and more practice problems. And with this format, the percentage of passing students improved by 23 points, all without lowering standards.
The takeaway? This beautiful story required a great deal of humility from the professor to reconsider how he does things, and some incredible inter-department collaboration with other professors to discover new pedagogical options. So how can we create safe environments at our institutions where similar vulnerability and success stories can take shape?
May you continue to fight the good enrollment growth fight at your institution today, and we’ll see you again tomorrow.
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