!

1!
!
!
!
!

Alternatives+to+Wi.Fi.
mediated+In.class+
Assessments+

Prepared by:
Emily Hellman
Ciara Huerta
Juan Ortega

2!

Table+of+Contents+
Letter!of!Transmittal...............................................3!
Current!Situation...................................................4!
Implementation!&!Benefits...................................6!
! Turning!Technologies.......................................7!
! Top.Hat..................................................................8!
Costs...............................................................................9!
Qualifications..............................................................9!
Conclusion.................................................................10!
Appendix!A................................................................11!
Appendix!B................................................................12!
Works!Cited...............................................................20!

3!

!
November 12, 2015
Breanna Harris, PH.D.
Department of Biological Sciences
Texas Tech University
Box 12345
Lubbock, Texas 79409
Dear Dr. Harris,
Thank you in advance for considering our proposal addressing alternatives to Wi-Fimediated in-class assessment methods. The response system you currently use (Learning
Catalytics) in the Anatomy and Physiology II course is a very practical tool for student
engagement, especially in a large class. However, the lack of reliable Wi-Fi signals on
Texas Techs campus poses an issue, especially when students grades depend on it.
As college students, we understand and appreciate the use of technology in the classroom.
Therefore, in order to provide students with fair opportunities to participate in these inclass assessments, we researched two alternatives to Learning Catatlytics:

Turning Technologies Response Cards (clickers)

Top Hat app

Based on our research and our own experiences with the two alternative response
systems, we identified the numerous benefits they offer to students and instructors alike.
We believe that the clickers, and especially the Top Hat app will greatly improve student
assessment in your course.
Thank you again for your time and consideration. If you have any questions or concerns
regarding the proposal, we would be more than happy to address them. Feel free to
contact us at (806) 555-5555 or wreckenwifi@ttu.edu.

Sincerely,
Emily Hellman
Ciara Huerta
Juan Ortega

4!

Current+Situation+
Technological advances in todays
society have had a profound
impact on education, especially
here at Texas Tech University. As
college students, we have become
extremely familiar with technology
because we use it each day to
communicate with professors,
submit assignments, and even take
quizzes and exams. Although the
majority of technology is used
individually or outside of the
classroom, its application inside
the classroom is becoming more
prevalent. Not only are professors Figure'1:'This'picture'shows'how'technology'is'being'used'in'large'
deviating from the use of
classes.'In'the'A&P'II'class,'students'use'their'devices'to'answer'
Learning(Catalytics(questions.'However,'there'have'been'issues'
chalkboards to PowerPoint
regarding'this'online'response'system.'(Classroom'Quiz'Show)
presentations, but they are also
implementing technology with inclass assessments by using websites, apps on smart devices, or physical clickers to evaluate
students understanding of the material during lecture. However, as we have all come to find out,
there are many problems that plague technologys use, predominantly regarding in-class
assessment devices. One issue encountered with many devices is the need for constant Internet
connection; the lack thereof on Texas Techs campus poses a problem. Currently in the Anatomy
and Physiology II (A&P II) course, the website Learning Catalytics is used as an in-class assessment.
However, over the course of the semester, there have been many issues with this real-time
response system, largely caused by the loss of Wi-Fi connections. These issues hinder many
students abilities to answer the questions, and thus negatively affect their grade. Based on our
research and experiences with different in-class assessment methods used in other courses, we
hope to provide you with accurate information, including the costs and benefits to you and your
students, on two potential alternatives to using Wi-Fi-mediated in-class assessments.
Learning Catalytics does have a lot to offer to both instructors and students. As described on the
products website, it is a bring your own device student engagement, assessment, and
classroom intelligence system (Learning Catalytics). Assuming that students have their own device,
which includes smart phones, tablets, or laptops, this product can be very practical, especially in
a large classroom setting. This real-time response system allows the professor to monitor student
responses and thus adjust the lecture method to accommodate the students who are struggling
with the material. It also encourages active and collaborative learning among students during the
lecture (Learning Catalytics). Even with its obvious benefits, there are some issues that cannot be
avoided while using Learning Catalytics, including the reliance on a constant, stable Wi-Fi
connection. Jung Choi, an Associate Professor of Biology at the Georgia Institute of Technology,

5!

claims that this characteristic of the system is the downside to using Learning Catalytics (Choi). In
fact, he was advised by another professor to have students turn off all but one device that utilizes
Wi-Fi in order to strengthen the radiofrequency transmission (Choi). Furthermore, there is the
possibility that not every student will have his or her own device to use during class. This poses
an issue if participating in the online assessment counts toward the students grades.
With more than 200 students enrolled in A&P II this fall semester, the aforementioned problem
of transient Wi-Fi has been noted while attempting to use the Learning Catalytics website. For
instance, Emily, one of the group members and currently a student in this course, has had
multiple issues with maintaining a Wi-Fi connection on her laptop during the lecture assessments.
In fact, based on her old session reports found on the website, it states that she did not
participate during an entire session; or within certain sessions, it appears that she failed to
answer some of the questions, even though she is present for and attempts to participate in the
assessments given to her each week. The reason she was unable to answer the questions, or even
open up her browser, was due to a lack of Wi-Fi connection. From her observations, many other
students have experienced this same problem.

Figure'2:'This'is'a'screen'shot'of'Emily's'Learning(Catalytics(sessions.'On'Day'5,'it'says'she'"did'not'participate"'
(Review'Older'Sessions).'However,'on'that'day,'she'was'unable'to'connect'to'the'WiTFi'in'order'to'participate'in'the'
assessment.

In order to try to resolve the issue, Emily contacted Texas Techs Information Technology (IT)
Help line early in the semester, but they claimed there was nothing they could do to help. The
IT Department does not control Wi-Fi connectivity, but rather it manages the TTU network
which students and professors use daily (Magier). In fact, when another group member, Juan,
interviewed Alex Magier at the Texas Tech IT Division, we learned that the issue lies not within
their department, but rather results from the location of the lecture hall in relation to the
placement of the wireless antennas (Magier). Anatomy and Physiology II meets in the Biology
Lecture Hall 100, which is a large room located in the basement of the Biology building. Magier
specifically mentioned that locations, such as basements, receive a weaker Wi-Fi signal, and that
larger classes also weaken the Wi-Fi connectivity because too many people are using the server at
once (Magier).
Not only is the Wi-Fi signal affected by the location of the lecture hall and the number of
students, but also by the placement of the antennas themselves. As shown in Figure 1, there are
currently 10 wireless antennas dispersed throughout campus on top of these buildings:

Animal and Food Sciences

Talkington Residence Hall
Child Development Research Center

6!

Engineering and Materials Research Center

Industrial Engineering
Parking garage on the corner of Flint and 18th
Rawls College of Business
Robert H. Ewalt Student Rec Center
Stangel Hall
West Hall

These antennas work by transmitting radiofrequency waves a certain distance, and the waves
overlap with other signals. However, if maintenance is required to an antenna or to an area near
an antenna, the antenna must be temporarily shut down to protect the laborers. Shutting down
one antenna can actually decrease the intensity of the Wi-Fi signals coming from the other
antennas, which in turn can cause issues to students and faculty using the Wi-Fi during that time
(Planning and Training Operations Division).
!

Figure'3:'This'map'shows'the'location'of'the'Biology'Lecture'Hall'100'(indicated'by'the'star)'and'the'
wireless'antennas'on'Texas'Tech's'campus'(numbered).'The'antennas'are'located'on'the'rooftops'of'
these'buildings:'1.'Animal'&'Food'Sciences,'2.'Talkington'Residence'Hall,'3.'Child'Development'Research'
Center,'4.'Engineering'and'Materials'Research'Center,'5.'Industrial'Engineering,'6.'parking'garage'on'
18th'&'Flint,'7.'Rawls'College'of'Business,'8.'Robert'H.'Ewalt'Student'Rec'Center,'9.'Stangel'Hall,'and'10.'
West'Hall.'(Texas'Tech'Campus'Map)'

!
With respect to the A&P II class, the issues of Wi-Fi connectivity unfortunately reflect on
the students grades. According to the course syllabus, Learning Catalytics points acquired
throughout the semester count toward 10% of the students final grade (Harris). However,
the problems presented indicate that this in-class assessment method is not entirely fair,
especially to the students who attend class daily and attempt to answer the questions or to
those who do not have a smart device. To resolve these issues, we are providing you with
two alternatives to Wi-Fi-mediated in-class assessments:

7!

Turning Technologies Response Card

Top Hat app

These options will encourage the same instructor-student interactions during lecture, but
do not require Wi-Fi, and thus are more reliable for students.
!

Implementation+&+Benefits+
As we have already mentioned, Learning Catalytics encourages discussion among instructors
and students; however, the lack of reliable Wi-Fi connections in the Biology Lecture Hall
negates its use in the A&P II course. Therefore, implementing either of the two
alternatives (Turning Technologies Response Card or Top Hat) into your curriculum will remove
the issue of Wi-Fi and thus provide a fair opportunity for students to contribute to in-class
assessments.
In order to provide you with a system that encourages active learning, we have
extensively researched the two alternatives to your current response system. Despite the
costs to students, each system offers numerous benefits.
!

Turning'Technologies'Response'Card'

!
The issue of poor Wi-Fi connection while using Learning Catalytics in the A&P II course
can be completely eliminated with the Turning Technologies Response Cards, or what we know
as clickers. Rather than relying on Wi-Fi, these
gadgets simply require adapted software, such as
Microsoft PowerPoint, to display the questions
and a device that receives the incoming responses
via radiofrequency signals (Quinn 109). To use a
clicker, students simply have to activate the
channel being used by the professor and then
answer the given questions.
Turning Technologies offers a variety of response
cards, two of which can be particularly useful for
this class. The RF LCD is excellent for multiplechoice and true/false questions. It has a small
screen that allows students to see what they are
inputting before submitting the answer. On the
other hand, the QT Device can be used for short
answer questions in addition to multiple-choice

Figure'4:'The'QT'Device'(left)'can'answer'
multiple'choice,'true/false,'and'short'
answer'questions.'The'RF'LCD'(right)'can'
answer'multiple'choice'and'true/false'
questions.'(Higher'Education)'

8!

and true/false questions. Its bigger screen and full keyboard render it capable of
answering more advanced problems (Turning Technologies).
In addition to the fact that this response system does not utilize Wi-Fi, Turning Technologies
offers additional benefits to both the professor and the students. For example, this system
can be partnered with networks already being used by professors here at Texas Tech,
such as Blackboard and Cengage Learning. This partnership provides the professors with
a fast and efficient grading system and delivers instant feedback to the students (Turning
Technologies). Additionally, Dr. Jacalyn McComb, one of Emilys previous professors who
used clickers, said in an email that these devices are an effective way to give students
points for attending class and helps them get more involved (McComb). Designed to
facilitate the learner, clickers enhance the students educational experiences. In fact,
statistics from the products website show that there has been a 67% increase in classroom
engagement and a 91% increase in student learning while using these devices (Turning
Technologies).
Clickers would be extremely useful in the A&P II class due to its sheer size. With more
than 200 students attending the lectures, Turning Technologies Response Cards would resolve
the issue of overcrowding the servers with hundreds of devices trying to connect to the
Wi-Fi at once.
!

Top'Hat+

!
Although clickers provide a reliable network for
students to participate during in-class assessments, the
Top Hat app is slightly more modern and exhibits a
learning approach similar to that of Learning Catalytics.
This app, unlike Turning Technologies does require
Internet, but is not limited to a Wi-Fi connection. To
use Top Hat, students merely open up the downloaded
app on their device, type in the code provided by the
professor, and then answer the questions. However, for
the students who experience Wi-Fi and/or Internet
connectivity problems or have outdated cell phones,
there is a text option. The student can simply text his or
her responses to a phone number that is provided by
the professor (Top Hat Lecture App).
The Top Hat app does require students to bring their
own device, such as a phone, laptop, or tablet.
However, what makes this response system more
advanced is that it allows professors to choose from
more than just the two question types. In fact, there are
six question formats, including multiple choice,
matching, short answer, sorting, numeric answer, and
click-on-target (Top Hat Lecture App). Having a

Figure'5:'The'Top(Hat(app'is'a'
navigable'and'useful'tool'for'both'
students'and'professors.'This'
picture'shows'the'variety'of'ways'
the'app'can'be'used'in'the'
classroom.'(Top'Hat'Lecture)

9!

variety of question types provides professors with extensive feedback and encourages
improved student engagement and learning.
The Top Hat app provides additional benefits to both the professors and students. Other
than in-class assessments, professors have the option to give homework assignments or
mini tests or quizzes. These can be ten-question pop quizzes or five-question
homework assignments to get the students thinking before an exam (Top Hat Lecture
App). This is a good way to review the class or see if the students understand the
material. Ciara, the third group member, currently uses the app in one of her classes and
finds these features particularly useful when trying to study for exams because she can
refer back to old questions. Similar to clickers, using Top Hat facilitates automatic grading
and recording attendance.
In general, the Top Hat app is an appropriate real-time response system for the A&P II
course because it will accommodate the size of the class, and offers a variety of question
types that correspond to active learning thus improving students engagement with the
material.

Costs+
Just as higher education comes at a price, there are costs associated with the alternative
in-class assessment methods. Instructors greatly benefit from using these systems because
they are not required to pay a fee. Dr. McComb said, The only cost to us is time and
energy (McComb). Students, however, will have to purchase a clicker or an account to
utilize Turning Technologies or Top Hat, respectively (Turning Technologies and Top Hat). For
clickers, there is a one-time fee because the same device can be used for multiple classes
over the course of their college education; the fee differs based on the device (Turning
Technologies). On the other hand, the Top Hat app provides three options from which the
students can choose, based on how many months the app will be used (Top Hat). With this
in mind, students can manage multiple courses with just one account. Appendix A
outlines the expenses for students for each response system discussed in this proposal.
+

Qualifications+
This proposal was written based on our individual experiences with and research on
different in-class assessment methods. As a student in the current A&P II course, Emily is
our groups connection to the issues of and frustrations associated with using Learning
Catalytics. She was responsible for researching the website, as well as providing evidence
from her own experiences. With Emilys desire to implement a change in the course, our

10!

group was able to successfully work together to find alternatives for Wi-Fi-mediated inclass assessments. !
With Emilys help and previous experience, Juan was able to extensively research the
costs and benefits of using the first alternative: Turning Technologies Response Card.
Furthermore, as an employee of the Operation Division at Texas Tech, Juan has had
training on radiofrequency safety, and thus is familiar with how Wi-Fi works on campus
and where the antennas are located. Because of his knowledge on this subject, Juan was in
charge of contacting the IT Department to obtain more evidence that Wi-Fi is not
reliable for this course, especially because the class is large and held in the basement.
In addition, Ciara was in charge of researching the costs and benefits of the second
alternative: Top Hat. She is currently using the app in her Motor Learning class, and
therefore has firsthand knowledge on how to use the app and how it is beneficial to her
education. She was able to incorporate her findings on the app into the proposal and use
her own experiences as additional evidence.
Each group members individual contributions were integral to make this proposal
successful. Our group has worked collectively to ensure that we provide you with accurate
information on the two alternatives in order to make an informed decision.

Conclusion+
In closing, we would not only like to thank you again for considering our proposal, but
also we would like to leave you with our personal recommendation for which response
system to use in youre A&P II course. Based on the research and our own experiences
with the two alternatives we have provided in this proposal, we highly suggest using the
Top Hat app. This system is modernized to match the learning style of this course because
it provides a variety of question formats and does not rely on Wi-Fi. We hope that
implementing the app into your course will foster fair opportunities for students to receive
their earned points and ultimately improve student assessment.!

11!

Appendix+A:+Student+Costs+
!
!
!
Learning(Catalytics(
6'months!

12'months!

$12!

$20!

!
!
Turning(Technologies(Response(Cards(
RF'LCD!

QT'Device!

$49!

$66!

Top(Hat(
''4'months'

12'months!

Lifetime'access!

!!$24!

$36!

$72!

12!

Appendix+B:+Student++Rsums+
!
rd

6313 33 Street Lubbock, TX 79407 (940) 634-1193

emily.hellman@ttu.edu

To gain acceptance into the Government and Public Service Internship Program in Washington, D.C.

Texas Tech University, Honors College

Bachelor of Science in Exercise and Sports Sciences
Minors: Chemistry/Spanish/Biology
Projected Graduation Date: May 2016
Cumulative GPA: 3.976

Lubbock, TX

Foreign Study
Texas Tech University Center in Seville
Seville, Spain
Student
May 17-June 27, 2014
Participated in total language immersion program
Completed Spanish culture and grammar courses taught in Spanish by a native scholar

Department of Kinesiology and Sport Management

Research Assistant
September 2015-Present
Measured and calculated body fat percentages of subjects
Analyzed and interpreted data
Department of Zoology
Undergraduate Teaching Assistant
Assisted graduate teaching assistants in the laboratory
Contributed to the production of a new lab manual

Lubbock, TX

Lubbock, TX
August 2013-December 2013

13!

Hellman, E. (2015). English 1302 student samples literature drafts and revision in First-year writing: Writing in
th
the disciplines (9 ed.) (pp. 644-648, 656-664).
Hellman, E. (2013). The muscular system: Head, neck, and trunk muscles. In R. L. Boros & B. A. Gross, Manual
for anatomy in laboratory. (pp. 111-127). Southlake, TX: Fountainhead Press.

National Multiple Sclerosis Society: Lubbock Chapter

Committee Member and Texas Tech University Student Representative
Assist in organizing annual Walk MS event on campus
Mediate communication between committee and university organizations

Eta Omicron Nu Honor Society

Member

Lubbock, TX
May 2013-Present

Lubbock, TX
August 2012 Present

Participate in organized community service and social events

Maintain GPA and point requirements

Kinesiology and Athletic Society

Vice President
Communicated with guest speakers and planned events
Organized intramural practices and games

Lubbock, TX
August 2012 May 2015

Gamma Beta Phi Honor Society

Member

Lubbock, TX
August 2012 May 2015

Participated in service, social, and fundraising events

Maintained GPA requirement and attended monthly meetings

Texas Tech University Health Sciences Center

Student Volunteer: 2hrs/week (22hrs)
Guided patients to their examination room
Filed patient
University Medical Center
Student Volunteer: 4hrs/week (28hrs)

Lubbock, TX
August 2014-November 2014

Lubbock, TX
February 2013-May 2013

Assisted doctors and nurses in various areas of the hospital

Volunteered as a huck, transporter, and in the radiology department

Saint Benedicts Chapel

Volunteer (Service Learning): 2hrs/week (20hrs)

Lubbock, TX
September 2012-December 2012

14!

Prepared, plated, and distributed food to the patrons

Texas Health Presbyterian Hospital

Student Volunteer: 4hrs/week (40hrs)

Denton, TX
Summer 2011

Assisted doctors and nurses in various areas of the hospital

Sanitized and restored emergency rooms after use

The TECHniques Center at Texas Tech University

Undergraduate Tutor
Assist students in organization and study skills
Prepare practice quizzes and learning activities

Lubbock, TX
August 2015 Present

Olive Garden Italian Restaurant

Lubbock, TX
Bartender/Server
June 2013 August 2015
Practiced time management by making and serving drinks, maintaining the bar top, and serving guests
Collaborating well with 20 servers to evenly allocate work
Managed cash, credit cards, and check transactions effectively for guests
Satisfied the needs of 3-4 tables while
Developed social skills by communicating with the customers and tending to their needs

Phi Kappa Phi Honor Society Member

February 2015-Present
Phi Beta Kappa Honor Society Member
February 2015-Present
Department of Modern Languages and Literature Letter of Excellence
January 2014
University Teaching Assistant for the Zoology Department
August 2013-December 2013
The National Society of Collegiate Scholars Member
January 2013 Present
President s List
January 2013 Present
Dean s List
September 2012 December 2012

15!

Ciara Huerta
5750 110th Street Lubbock, TX 79424
Phone: 806-781-4482 E-Mail: Ciara23.Huerta@ttu.edu

Objective
To gain acceptance into the University of North Texas Health Science Center.

Education
Texas Tech University in Lubbock, Texas

June 2013-Present

Bachelors Degree in Kinesiology

Minor in Anatomy & Physiology
Graduation Date: December 2016
GPA: 3.13

South Plains College

June 2012-M ay 2013

Some College Credit (19 semester hours)

GPA: 3.5

High School

August 2009-M ay 2013

Graduated with the National Honor Society

Graduated 4th in graduating class
GPA: 3.76
!

Leadership/Volunteer Experience
High School

August 2009-May 2013

FCCLA Member (Volunteered doing Can Food Drives and Toys for Tots (2010-2013)
Varsity Player in basketball, cross country, & track. (2009, 2011)
Yearbook Editor & camera person for sports games like football, basketball, & track
(2010-2013)

Upward Bound Texas Tech University

August 2009-May 2013
-Program for First Generation College Students to take classes in Math, Science, Foreign
Language, & English.
-Program lasts 4 years and attendance is every Saturday during the school year from 8am-1pm.
-Summer Program offered to students where college classes can be taken for a summer semester
after their senior year.
Highway Trash Cleanup Volunteer (2009-2013)

16!

Can Food drive Participant (2010-2013)

Golf Tournament Fundraiser Participant (2012)

Pre-Nursing Association Club Member

August 2013-May 2014

Can Food Drive Participant (2013)

Animal Haven Shelter Volunteer (2013)

Womens Service Organization Club Member

(Vice President for one semester for my pledge class)

August 2014-May 2015

Animal Haven Shelter Volunteer (2013-2014)

Volunteered for Relay for Life (2014)

UIL Track Meet Crew Member (2014)

Raising Canes Fundraiser (2014)

Volunteered for the Pancake Festival in Lubbock, Texas (2014)
Homecoming Float Volunteer (2014)
Raiderthon 5k volunteer (2014)
Pumpkin Trail volunteer (2014)
Highway Trash Cleanup Volunteer [Adopt a Highway for WSO (2013-2015)]
Made Back to School Bags for elementary kids (2014)
Made Haunted House for a middle school (2014)

Work Experience
Grassano Management

Data Entry
Current Leasing Agent at Somerset Square Property
Enter billing for all 8 apartment complexes

Nurse Assistant at UMC Resource Pool

August 2015-Present

Decem ber 2014-August 2015

Took Vital Signs of patients

Took care of patients basic daily living skills
Helped monitor patients conditions and report any changes to the nurse in charge
Worked on all floors in the hospital (There is variability in my workmanship.)

Bed Bath & Beyond !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!August 2013-December 2014!

Sales Associate/Cashier
Sales Floor Leader
Maintained excellent customer service satisfaction & sold products to customers
Lorem!ipsum!dolor!

Certificates

17!

Certified Nursing Assistant License in the State of Texas

SPC July 2014-

Present

Completed 100 hours in NURA 1001 Certified Nurse Aid Training.

Health Care Provider CPR

!

July 2014-Present!

18!

JUAN
ORTEGA
2210 Glenna Goodacre Blvd, Lubbock, TX 79401 Apt 6011(760) 715-7113
juan.ortega1792@gmail.com
Bilingual: Fluent in English and Spanish
EDUCATION
Texas Tech University, Lubbock,
Bachelor of Science in Geophysics

Expected Graduation Date May 2017

Miramar Community College, San Diego

Associate in Biological Studies

May 2013

RELEVANT EXPERIENCE
Engineering Intern
6/2013-7/2014
Internship TR&RS, Bogota, Colombia
Gained team member experience, by providing support to the approximately
10 other engineers.
Examined daily tasks, ensuring completion by the end of the day.
Anticipated, processed, and multi task in fast environment.
Worked independently to complete tasks.
OTHER WORK EXPERIENCE
Student Assistant
5/2015-Present
Operation Division of Physical Plant at Texas Tech University, Lubbock, TX
Contact Department Heads of every organization in the university regarding
key access to buildings.
Perform audits to the entire university completing certification process in
regards with each project assigned.
Customer Service Associate
1/ 2011-11/2011
Miami Grille, San Diego, CA
Provided customer service and assistance to the guests.
Collaborate with coworkers when extra help was needed to ensure a great
work environment.
CAMPUS INVOLVEMENT
Toastmaster, Texas Tech University, Lubbock
Texas Tech Geoscience Society
Culture Club, Miramar Community College, San Diego
Student representative of the club at school meetings.

19!
VOLUNTEER INVOLVEMENT
Society of Petroleum Engineers
8/ 2013
Accomplished adopt a highway community service
Taught low- income students Math, English and Physical Education.
HONORS
Awarded, Presidential Transfer Scholarship at Texas Tech

8/ 2013

20!

+Works+Cited+

!!

!
Choi, Jung. Instructor Stories. Learning Catalytics. Pearson. n.d. Web. 04 November
2015. <https://learningcatalytics.com/pages/stories#choi>
Harris, Breanna, Ph.D. Anatomy and Physiology II Fall 2015 Syllabus. 2015. Biology Dept.,
Texas Tech University, Lubbock, TX. Microsoft Word file.
Learning Catalytics. Pearson, n.d. Web. 04 November 2015.
<https://learningcatalytics.com/>
Magier, Alex. Phone Interview. 03 November 2015.
McComb, Jacalyn, Ph.D. Email Interview. 03 November 2015.
Planning and Training Operations Division, Texas Tech University. Radio Frequency Safety.
2015. PDF file.
Quinn, Andrew. "Audience Response System (clickers) by TurningPoint." Journal of
Technology in Human Services 25.3 (2007): 109.
Top Hat. n.d. Web. 04 November 2015. <https://tophat.com/>
Top Hat Lecture App Review: Stay Connected to Your Classroom From the Palm of
Your Hand. appPicker. appPicker, 01 February 2014. Web. 04 November 2015.
<http://www.apppicker.com/reviews/12740/top-hat-lecture-app-review>
Turning Technologies. n.d. Web. 04 November 2015.
<https://www.turningtechnologies.com/>
!

21!

+Works+Cited++Photo+Credits+
!!
Texas Tech Campus Map.
<http://wac.450f.edgecastcdn.net/80450F/1025kiss.com/files/2011/05/hornknapp-hall1-300x231.jpg>
Classroom Quiz Show. <https://www.utexas.edu/what-starts-here/transformingeducation/classroom-quiz-show>
Top Hat Lecture.
<https://lh4.ggpht.com/nsFdOz7zOm5Aijp_Fwca14XduOAHrxPmmd6ODJP
KmoIONtpu6YiIhobZSm8bxUBi8rw=h900
Higher Education. <http://www.turningtechnologies.ca/higher-education/>
Learning Catalytics. Review Older Sessions. Pearson, n.d. Web. 04 November 2015.
<https://learningcatalytics.com/>