College of the Redwoods
LARGE-CLASS FORMAT PROPOSAL
Course should be re-submitted for large-class format approval every five years.
Date: 2/14/12
Course Proposed for Large-Class Format: Astro 10
Maximum Class Size on Course Outline: 50
Attach a copy of the course outline
Maximum Class Size proposed for Large Format Sections: 80
Describe how the instructor(s) will maintain the academic quality of the course offered in large-class
format. What pedagogical methods will be used to ensure student outcomes? (See course outline.)
I am striving to meet my outcomes with the larger class format. Though this class may be listed
as lecture, the nature of teaching a larger class is much different than teaching a lecture class of 30
or 40. The most obvious tool I employ to maintain my outcomes is that of concept testing. The
concept testing method actively engages the students in small groups and is learner-centered.
These groups use the tests to explore difficult concepts by challenging themselves and
confronting common misconceptions they may hold coming into class. Concept tests originated
with pioneering work in physics by a group at Harvard and have since spread into many fields of
science including Astronomy. There is a great deal of educational research available that is
directly related to teaching introductory Astronomy. I have attended two conferences on this
method that is employed to engage classes of 300 at the University of Arizona. In addition, I am a
member of their email group that routinely addresses these questions. The data from their
research in these very large classes was quite compelling. Among other things, it showed a
dramatic increase in student comprehension for instructors that employed this method in
conjunction with traditional lecture. This increase in student success was measured quantitatively
with the use of a standardized test of Astronomy concepts called the Astronomy Diagnostic Test
(ADT). The ADT was given to each class before the semester began. It was administered again at
the end of the semester for large classes that employed concept tests and subsequently less
lecture, as well as for classes that just employed traditional lecture. The results were startling and
humbling enough that I immediately began work on my own set of concept tests using theirs as a
guide. This educational conference was time very well spent. I have found this method to be
highly successful in my large classes and have implemented it to a larger and larger extent from
the summer following the conference onward. I combine this with additional in class homework
exercises that students work on together. The lecture portion of the class is also facilitated with a
higher energy level that engages a larger group. I make extra efforts to draw students into
discussions with questions as well. I assess these students in similar fashion as my other smaller
classes. I have sought out the current research in the field. That work, combined with input from
my colleagues in the biological sciences who also teach large format classes, leads me to maintain
that Astronomy 10 can meet the student learning outcomes effectively in a large class format.
Submitted by: Jon Pedicino
Tel Ext: 4232
Date: 2/14/12
Division Chair/Director: Rachel Anderson
Date: 2.16.12
VP of Instruction: Dr. Utpal K. Goswami
Date: 2.29.12
Approved by Curriculum Committee
Academic Senate Approval Date: 3.2.12
Curriculum Committee Use Only
Yes
No
Date: 2.24.12
Board of Trustees Approval Date: 4.3.12
Approved by Curriculum Committee: Rev. April 11, 2008
Academic Senate Approval: April 18, 2008