To promote innovation and outstanding success in the classroom, we are committed to sharing our customers’ experiences integrating student response technology into the higher education environment.The case studies below demonstrate the dramatic difference Turning Technologies’ educational technologies can make to any type of presentation, resulting in increased learning, increased attentiveness, and increased productivity.If you have implemented Turning Technologies educational products into your environment and would like to participate in our Case Study Program, please contact Turning Technologies for further information.See What People Are Saying About the Effect of Our Products on Student Learning.

California Polytechnic State University

Associate Dean of the College of Science and Mathematics, Roxy Peck, found TurningPoint to be the ideal solution for classroom instruction. TurningPoint allows Roxy to check whether or not her students have learned concepts at the point they are being discussed. This advanced knowledge helps Roxy better direct discussions as well as set the pace for the rest of the course.
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Cleveland State University

With a reputation of “engaged learning,” Cleveland State University continually seeks ways to make classes more dynamic and reach its approximately 16,000 students. Instead of lecturing to a classroom of blank stares, Dr. Connor M^cLennan, Assistant Professor of Psychology at CSU, wanted to engage his class and confirm their comprehension of course material. He thought that a TurningPoint® student response system would be a welcome addition to his teaching. During the course, Dr. M^cLennan discovered that not only did the system facilitate in-class participation and assessment, but grades also noticeably increased.
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Leeward Community College, Educational Media Center

The University of Hawaii-Leeward Community College’s Educational Media Center (EMC) supports teaching and learning through the integration and use of technology. Its strategic objective is to encourage the application of technology and enhance the quality of instruction and services delivered to students both on and off campus. Leanne Chun, the EMC Coordinator and the Educational Technology Developer, was in search of tools that would not only promote active learning and discussion in the classroom but also have the ability to enhance student retention of information.
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Ohio State University

Bill Reay, a veteran professor with decades of experience at Ohio State University and Kansas State University, that is compelled to change the landscape of education for lecture classrooms through the usage of audience response systems. Because lectures are “not necessarily learning efficient,” Bill has spent years researching active learning techniques for the lecture hall. With over six years of experience using response systems in the classroom, Bill became increasingly convinced that their usage could have a major impact on students’ education.
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Robert Wood Johnson Medical School

Dr. Archana Pradhan, an assistant professor and director of undergraduate education for the OB/GYN program at Robert Wood Johnson Medical School, originally used a basic didactic lecture for an hour and a half with PowerPoint® slides, but knew that the considerable amount of material and long presentation would be to her disadvantage. Because of her previous exposure to an audience response system at an American College of Obstetrics and Gynecology national conference, she was aware that it was a great tool for engaging audiences.
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Rochester Institute of Technology

Katie McDonald is an Instructional Technologist at Rochester Institute of Technology’s Online Learning Department. Founded in 1829, RIT is an internationally recognized leader in professional and career-oriented education enrolling more than 15,000 students in eight colleges. One of the many roles the Online Learning Department plays on RIT’s campus is to assist faculty in their use of technology to enhance teaching and learning across campus.
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Simmons College

Unhappy with their current student response system, Simmons College turned to Turning Technologies’ response solution TurningPoint, as a replacement. It didn’t take long for TurningPoint to pique the interest of educators from every department. With TurningPoint, ordinary courses were transformed into interactive and effective academic presentations.
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University of Maryland

Chris Higgins, the Manager of Instructional Design and Development at the University of Maryland, and his team is responsible for the instructional technology needs of faculty on campus. They handle the exploration of new tools and resources for the faculty to improve, enhance and support the teaching and learning process. Because of the considerable size of the university, a committee was assembled to explore ways to improve the experience for students in large classes.
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University of Washington

Scott Freeman is a lecturer in the biology department and works primarily with students in the first course of a year-long sequence for biology majors. His large course averages around 345 students per quarter. After seeing the chemistry department effectively using student response systems in their courses, he began a series of demonstrations and workshops with different vendors that offer radio frequency technology. After weighing the advantages and disadvantages of a variety of companies, he selected Turning Technologies becoming the first professor in the sequence to start using TurningPoint® in his classroom.
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