CPS Higher Ed Resources

CPSOnline Higher Ed Instructor Setup Guide (5.01)

Blackboard Connection White Paper

WebCT White Paper

CPS Higher Ed Training Workbook (PC)

CPS Higher Ed Training Workbook (Mac)

Universities Using Clickers

Peer Discussion Improves Student Performance With ‘Clickers’

University of Colorado at Boulder

Across the University of Colorado at Boulder campus students are sharing answers, checking their responses to questions against those of their neighbors and making adjustments to those answers in hopes of earning a better grade. Not surprisingly, the students are getting more answers right. But what may be startling is that professors are encouraging the whole thing. (Check out a pdf article by the authors on the study.)

New Technology Enhances Classroom Learning at NMSU

Department of Biology, New Mexico State University

Students in Michele Shuster's Biology 111 class walk into their large lecture classroom in Hardman Hall, visit with their classmates, sit down and wait for class to begin. When Shuster walks in, they prepare to take roll and boot up devices that resemble remote controls to help them pay attention in class and learn the material being covered more thoroughly.  (If you are an instructor at NMSU, you can find out more information here.)
 

Clickers in the Large Classroom: Current Research and Best-Practice Tips

Department of Biology, West Virginia University

Use of the audience response devices known as "clickers" is growing, particularly in large science courses at the university level as evidence for the pedagogical value of this technology continues to accumulate. Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use.

Teaching More by Lecturing Less

Dept. of Molecular, Cellular and Developmental Biology, University of Colorado

We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format.

Engaging Students in Large Lectures

Glenn Pelligrin, Electrical and Computer Engineering Technology, British Columbia University

Here you will see engagement of students in a large university class with the use of clickers. Contrast this method with the traditional lecture that we see in many university classrooms.

Student Response System Best Practices

University of Wisconsin Milwaukee

Best practices are lessons learned throughout our first year using clickers. The following information was created by input from faculty, faculty development, and support. The information we gathered included, what worked, what didn't, recommendations for new faculty, and challenges.

Features of CPS for Higher Ed

Here are just a few of the many thoughtful features that make CPS ideal for the higher ed classroom.

Blackboard and WebCT integration:
Students can easily register their response pads and check grades from Blackboard and WebCT. And instructors can choose to stream grades to either of these systems, or to CPSOnline, eInstruction’s own data management system.

Symbol button:
This button allows students to enter answers with square roots, fractions, decimals, and 10 other symbols.

Auto-join:
The latest CPS RF automates joining, which means that it’s easier than ever to implement CPS in your classroom.

Battery life:
With average use, a CPS RF response pad will last a student multiple semesters without needing new batteries. And with the battery life indicator it’s easy to see when batteries need to be changed.

Class participation points:
The CPS Gradebook allows you to add class participation points for students who answer questions posed in class. This makes it easy to reward students who answer questions even if they answer incorrectly.

PowerPoint Integration:
CPS is the natural choice for instructors using PowerPoint. Run your presentation as you normally would while asking questions and gathering instant response data.

Cross Tabulation:
With the new data slicing feature you will be able to view question data based on any category you create. For instance, see how students who missed question 3 answered question 4. The data is instant, the information is presented graphically, and the applications are endless.

Ease of implementation/portability:
CPS is easy to use right out of the box. 20 years of real-world testing and development have produced software that is easy to learn and rich in features. Presenters can use their existing PowerPoint presentations and paper-based materials or ask questions on the fly. The entire system is extremely portable; one 2oz. receiver can handle up to 1,000 participants.