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Sample Internal Proposal 459

Memo to Dr. Jill Bremerton October 6, 2011 Page 3
For these reasons, Dr. Bremerton asked SAAC to present our findings and recommend a formal statement of the task
whether the university should proceed with the clicker project and, if so, how the that dr. Bremerton asked the
computing environment in the lecture halls would affect the direction of the feasibility committee to perform.
study.
The following sections of this memo include the proposed tasks, the schedule, our The introduction concludes with
experience, and the references cited. an advance organizer for the rest
Proposed Tasks of the proposal.
With Dr. Bremerton’s approval, we would perform the following tasks to determine the By presenting the project as a
baseline requirements for adopting clickers at CMSU: set of tasks, the writers show
Task 1. Acquire a basic understanding of clicker use in higher education. that they are well organized.
We have already begun our research by surveying general introductions to clicker This organization by tasks will
use in higher-education trade magazines and general periodicals, scholarly articles be used in the progress report
on student and faculty attitudes and on learning effects, technical specifications (see Ch. 17, pp. 475–82) and the
of clickers provided on the sites of the various manufacturers, and best practices recommendation report (see
presented on sites of colleges and universities that have adopted clickers. Ch. 19, pp. 532–58).
Clickers, also called classroom response systems, student response systems, and Following the recommendation
audience response systems, are “wireless in-class electronic polling systems used by from dr. Bremerton, the writers
students to answer questions during lectures” (Ohio State, 2005, p. 2). In a clicker
system, each student has an electronic device called a clicker, which looks like start by outlining the secondary
a TV remote control. The instructor poses a question, usually by embedding the research they plan to do. The
question beforehand in a PowerPoint presentation, and students respond by inputting logic is obvious: if the students
information using their clickers. Software on the instructor’s computer tabulates are to contribute to the project,
the responses and presents them in a display, such as a bar graph, which appears on they need to understand the
the instructor’s screen, and (in some systems) on a screen on each student’s clicker. subject they will study.
Clickers are often used to engage students in learning, to give quizzes, and to take
attendance (Vanderbilt University, 2010).
Anecdotal and scholarly evidence suggests clearly that instructors like using
clickers because they improve classroom dynamics by encouraging active learning.
Whereas a traditional lecture can be a passive experience, with the instructor talking
to students, clickers encourage interaction not only between the instructor and the The proposal sounds credible
students but also between students (Draper & Brown, 2004). In a traditional lecture, because the writers have already
students are often unwilling to participate because they are afraid of embarrassment begun their secondary research.
or disapproval by their peers, or simply because they have learned not to participate Readers are reluctant to
in a lecture (Caldwell, 2007). In a typical lecture, a small number of students approve proposals unless they
dominate the questioning, often giving the instructor an inaccurate impression of how
many students understand the material (Simpson & Oliver, 2006). are sure that the writers have at
least begun their research.
We would still need to determine whether there is a consensus that clicker use affects
student learning. The writers explain what they
still need to do to complete this
task.

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