Abstract
Classroom instruction can be inefficient or ineffective when students do not come to class prepared. One strategy to engage students prior to class is the use of pre-class quizzes. Pre-class "Just-in-Time Teaching" quizzes or learning activities have been used with great success in the general education acoustics course at Brigham Young University (BYU). However, the pedagogical methods developed for introductory courses are not often applied at the advanced undergraduate and graduate levels. This paper reviews some of the findings from the introductory course efforts and then describes implementation of pre-class quizzes for two advanced acoustics courses at BYU. Described are examples and lessons learned, including 1) the questions must be carefully constructed so that the instructor can gauge student understanding, and 2) the quizzes can provide an effective framework for a class discussion of a topic, rather than a lecture with little to no participation.
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