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460 Writing Proposals

Memo to Dr. Jill Bremerton October 6, 2011 Page 4
Task 2. Research faculty attitudes toward a formal policy on clicker use.
We would seek to answer the following question: “Would instructors approve
of a university policy that selects and provides technical support for a clicker system
that they could use in large lecture courses?”
The writers show that they We would need to determine whether CMSU instructors are like those nationwide. We
have applied the insights they have spoken informally with about a dozen instructors, most of whom have never used
gathered from their secondary clickers. Because those who have used them are highly positive about the experience but
research. Now they propose those who have not used them do not understand much about how they work or what
doing primary research to their purpose is, we think we should create two questionnaires: one for each category of
determine whether instructors instructor. That way, we would be able to pay appropriate attention to the attitudes of the
relatively small number of CMSU instructors experienced with clickers and therefore
at CMsu share the attitudes of learn whether our instructors are essentially similar to those across the country in their
instructors across the country. attitudes and experiences.
The logic is clear: if they do, the
university administrators will We think it would be most convenient if we could use an online survey program, such as
know that they should proceed Qualtrics, for distributing our questionnaires. Qualtrics, which is free, would enable us
with the feasibility study. to transfer data to Excel, thus making it simple to tabulate and analyze.
Task 3. Research student attitudes toward a requirement to purchase a clicker.
each task begins with the We would seek to answer the following question: “Would students approve of a
question that the writers seek to requirement that they purchase clickers as part of a university policy on clickers?”
answer.
Several research studies suggest that most students, across the country and across
various course subjects, like using clickers. One study (Caldwell, 2007), at West
Virginia University, found that some 88 percent of students “frequently” or “always”
enjoyed using clickers in their introductory biology course. An aggregate of several
studies shows that the percentage of student who approve of using clickers always
exceeds 70 percent. Students comment that instructors who use clickers appear to
be more aware of students’ needs and employ a more responsive teaching style than
those who don’t use them.
One study (Caldwell, 2007) summarizing student perceptions notes that there are
two main problems: some instructors do not know how to integrate the clickers
Here, again, the writers explain effectively into their lectures, and the cost of the clickers to students. The first
the logic of their decision. They problem is something that the administration can address as part of an overall policy
decide to focus on the one on clicker use. However, the cost problem is something we can learn about by
student concern that they can performing primary research.
investigate effectively: the cost of Task 4. Research the physical characteristics of the lecture halls.
the clicker. We would seek to answer the following question: “Would the physical characteristics
of any of the large lecture halls affect the decision whether to adopt clickers or
restrict the university to a particular technology or brand of clicker?”

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