1 / 17

Background

Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics Dr. Steven C. Huchendorf, Jason Liu. Background. OMS 2550 - Business Statistics – 4 credit course Class size: 90 students 10-12 sections per year, Sophomore level

tallys
Download Presentation

Background

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Twin Cities Bush GrantPromoting Student Learning in Large Classes OMS 2550 Business StatisticsDr. Steven C. Huchendorf, Jason Liu

  2. Background OMS 2550 - Business Statistics – 4 credit course • Class size: 90 students • 10-12 sections per year, Sophomore level • Multiple formats: Honors, Evening, Day • CSOM Undergraduate expansion  class size: 120 • Class format: Lecture / Discussion Section • 1:15 hour Lecture Section T/Th– 90 students • 50 minute Friday Discussion Section – 45 students

  3. Background • Why Discussion Sections? • Wilbert McKeachie – “When I began teaching in 1946…research demonstrated that better learning occurred if students had an opportunity to discuss the material.” (Teaching Tips, 11th edition, 2002, page 226) • Traditional response: Lecture/Discussion Section • Led by T.A.s • Students ask questions and discuss the material

  4. Barriers to Learning Lack of Attendance Culture of Friday Discussion Sections as “Optional” Hand back Homeworks / Exams How am I doing in the class? Quizzes implemented Lack of consistency across Discussion Sections 6-8 T.A.s leading the discussion sections Achieve ‘one voice’ between Instructor and T.A. T.A. TAP (Teaching Assistance Program) Weekly meetings with T.A. Team Learning Outcomes provided Structured activities The Challenge

  5. The Intervention Course Redesign • Eliminate the Discussion Section • Add 50 minutes to the Lecture • Incorporate Active Learning Techniques / Classroom Assessment Techniques (ALT-CATs) • Recast the role of the T.A. • Homework Preview Process Team Roles • Graduate Assistant – Jason Liu • Survey Design & Data Analysis • Undergraduate Assistant • Analysis of ALT-CATs

  6. The Intervention Pedagogic Benefits • Active lectures • Incorporate ALTs-CATs in lecture • Homework preview process • Quicker feedback to students • Eliminate historic lack of attendance in discussion sections • Greater potential for individualized instruction

  7. Evaluation Design Assess Two Domains • ATTITUDE – How the student feels • Pre / Post - Student surveys on • Usefulness, Confidence, Enjoyment, Motivation • ACHIEVEMENT – Student learning • Pre / Post Test • Test of Statistic Literacy (TSL) • Learning and Confidence

  8. TSL - Test of Statistics Literacy

  9. Evaluation Design • Year 1 and Fall 2005 • Experiment with ALT-CATs • Pre-Test the Survey Instrument • Pre-Test TSL • Spring 2006 • Two sections of OMS 2550 • Implement Experimental Design

  10. Test of Statistics Literacy (TSL) - 20 Question Multiple-Choice Test TSL Results: Achievement

  11. TSL Results: Achievement • Test of Statistics Literacy (TSL) - 20 Question Multiple-Choice Test

  12. TSL Results: Confidence • Test of Statistics Literacy (TSL)

  13. TSL Results: Confidence • Test of Statistics Literacy (TSL)

  14. ALT-CAT Survey • 1 to 7 Likert-scale: 7 Strongly Agree, 1 Strongly Disagree • n = 39 students, Fall 2005

  15. ALT-CAT Survey Helpfulness of ALT-CATs for Learning the Material (Mean=6.2 out of 7)

  16. Supporting Materials • ALT-CAT Examples • ALT-CAT Analysis by Undergraduate Assistant • ALT-CAT Assessment Survey • TSL – Test of Statistics Literacy Questions?

  17. Twin Cities Bush GrantPromoting Student Learning in Large Classes OMS 2550 Business StatisticsDr. Steven C. Huchendorf, Jason Liu

More Related