We APA Citation: an Instructional Design for the UCONN EPSY 2Summers Masters Program

1. We APA Citation: an Instructional Design for the UCONN EPSY 2Summers Masters Program A collaborative project for EPSY 5520 Instructional Design, Spring 2010, Dr. Young Andrew Cutter, Lauren Schlesselman, Kristi Newgarden, David LaPorte and Tony Myrill

2. Our project was to design instruction for students in UCONN's 2-Summers Masters program who need to learn to use APA style in-text citation and references in order to complete key assignments in their courses. • Most students are practicing teachers who may not be familiar with APA format and will only need to use APA format for these assignments. The Learners and Context

3. We did the following, (not necessarily in this order): • Needs Analysis: gap analysis by interview, survey, locating/evaluating existing resources • Task Analysis 4 learning objectives • Rapid Prototyping selection of anchored instruction • Analysis of survey results • Development of instructional materials – anchored, case-based, online, community-based The Design Process

4. Expert interview • Survey • Available resources Needs Analysis Findings

5. Following our gap analysis, the design team has developed four goals for our training instruments: • To enhance student knowledge on when to cite  (knowledge) • To enhance student ability to cite properly (behavior) • To encourage student academic integrity (attitude) • To expand student knowledge of available citation resources (knowledge) Learning Goals

6. Following completion of the training, given provided articles, access to a computer with online connectivity, and APA-related resources, the 2-summers students will be able to develop papers with APA-formatted in-text citations and end of paper references that are acceptable to the program faculty, with no plagiarism or over-citation. • Knowledge: students know when and how to cite and how to avoid plagiarism  • Attitudes: students demonstrate self-efficacy with decreased fear and positive attitude toward citing/avoiding plagiarism • Behaviors: students cite appropriately Expected Learning Outcomes

7. Our learning group is a closed set of 2-summers students (i.e., we only intend to implement our design in this scenario). • We assume that they have some instructional time to participate in our learning design (~1 hour; more with breaks and extra-productive discussions). • The learners should have access to an Internet connection and a HuskyCT account Assumptions and Needs

8. In-class Anchored Instruction • Self-accessed resources on HuskyCT (plagiarism module, case-based activity, recommended resource list) • Links to online resources Instructional Materials

9. We recommend instruction take place in class, initiated and centered on the anchored instruction activity.  The resources below will be provided via HuskyCT and will allow for differentiation of instruction and ongoing support.  • Plagiarism module in HuskyCT • Online APA module from Harvard • UConn library’s APA citation document/link for quick reference • Case-based plagiarism activity • Indiana University online tutorial on recognizing plagiarism • List of recommended guides, links, campus resources, etc. Description of Instruction

10. Our design is informed by several CONSTRUCTIVIST goals: • Providing an integrated, engaging, and realistic environment where learners can address topic-relevant issues (in this case, APA citation) without needlessly separating the instructional content from expected applications of this knowledge • Allowing for collaborative, co-construction of understanding by the learners • Allowing the instructor to adopt a facilitative, just-in-time teaching role • Prioritizing the development of a learning community • Allowing space for new learning objectives to emerge as learners adopt individual or group goals Theory into Practice

11. The anchored instruction would be presented using a slideshow • Learners will be informed about resources on HuskyCT that can be accessed during problem-solving • The instructor may choose to do an in-class assessment of the learners' knowledge at any point using clickers • Discussion points are noted throughout the anchored instruction, and should be utilized to assess learners' capabilities, understanding, and process of addressing plagiarism and APA formatting • Any necessary educational interventions should take place during these discussions Anchored Instruction

12. EPSY Charlie meets, greets and beats the APA formatting challenge (thanks to the infinite generosity of Dr. Locke) The Anchor Story

13. After students have completed the anchored instruction, additional resources are available if the instructor so desires • Students are also provided electronic resources for future APA-related endeavors including: citation help sites, online info on plagiarism, tutorials on APA formatting, etc. Additional Materials

14. The summative student evaluation is their APA-style-relevant-performance on assigned writing tasks • Students can be surveyed about the APA instruction and related self-efficacy and attitudes • We will use the results of these summative assessments to further develop our design Evaluation

15. If resources become available, we recommend development of the anchored instruction in the form of a multimedia virtual environment to provide a more immersive, game-like experience Future Developments

16. We are confident that our design will lead to, if not much more ing of APA citation, at least much less about it. Conclusion