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Improving the Quality of the Student Learning Experience in the Level 1 Psychology Laboratory

Improving the Quality of the Student Learning Experience in the Level 1 Psychology Laboratory. Maxine Swingler, Judith Stevenson, & Mabel Nakulbulwa School of Psychology University of Glasgow. What’s it like being a first year psychology student?. Large class sizes Anonymous Support from:

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Improving the Quality of the Student Learning Experience in the Level 1 Psychology Laboratory

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  1. Improving the Quality of the Student Learning Experience in the Level 1 Psychology Laboratory Maxine Swingler, Judith Stevenson, & Mabel Nakulbulwa School of Psychology University of Glasgow

  2. What’s it like being a first year psychology student? • Large class sizes • Anonymous • Support from: • Tutors • PAL • GTAs in student computer laboratory

  3. Importance of lab experience • GTAs first point of contact • Combination of “taught” and “drop in” labs. • Lab as a social and learning space.

  4. How can we improve the lab experience? • Use of student input to inform: • GTA training • Delivery of the laboratory course • Embedding Graduate Attributes • UG lab course • GTA skills

  5. GTA training • Current GTA training • GTA statutory training (3 hour workshop) • Further training offered by LTC. • Online support (RoYT info space). • Informal training within School (1 hour group session). • Informal supervision from teaching staff.

  6. GTA training within the School of Psychology • Benefits of formal training for GTAs (Prieto & Mayers, 2000). • Evaluate student satisfaction with current GTA duties to direct future training. • Assistance during lab classes (taught/drop in) • Admin role • Point of contact

  7. Delivery of laboratory course • Flexible delivery (Casey & Wilson, 2005, Normand & Littlejohn, 2006) • Teacher-led vs student led labs? • Implications for organisation of labs and GTA training needs. • Evaluate student motivation and attendance: • Taught labs • Drop in labs

  8. Graduate Attributes

  9. Aims of project FELT funded (2009) • Evaluate first year students experience of the practical laboratory. • Use results of evaluation to direct future GTA training and delivery of laboratory course.

  10. Methods • Questionnaire assessed: • Student’s satisfaction with GTA assistance • Experience of taught vs drop in labs. • Student preparation before labs • Student attendance patterns • Suggestions for improvements. • 250 first year undergraduate psychology students.

  11. “What kind of help have you asked for in the lab?” Vast majority (96.7%) of students knew that a GTA is available in the labs for help.

  12. 72.7% found the GTAs helpful “Please comment on how the GTA help in the labs could be improved” “A knowledgeable GTA” was not top of the students’ needs.

  13. Summary of GTA assistance results: All suggestions revealed a pastoral trend. Mainly satisfied with the GTA help provided. • GTAs are found to be helpful. • GTAS could improve by being • More numerous • Appearing more approachable • Appearing more patient

  14. Results (lab teaching) Students feel they learn more about psychology in taught labs (P<.001). However, they feel that the balance between taught labs and SL labs is just right.

  15. No significant differences in terms of reading the lab book before coming to the lab, but those who did, found it helpful. • Majority of students preferred to come earlier to do the taught lab, and a bit later to do the SL lab. • Balance between taught and SL labs is good. • Indicative that students don’t want their learning experience to be entirely flexible. • Face to face is desired.

  16. Summary of Lab Results • No significant differences in terms of reading the lab book before coming to the lab, but those who did, found it helpful. • Balance between taught and SL labs is good. • Indicative that students don’t want their learning experience to be entirely flexible. • Face to face is desired.

  17. How we used the evaluation to input into the GTA training

  18. How we used the evaluation to input into lab development

  19. How this has influenced the UGs who participated • It provided a rare opportunity for students to get involved in teaching research. • Incorporated a presentation afternoon. • Staff/peer feedback.

  20. Familiar with many aspects of stats and SPSS. •  A good working relationship with staff members • “Constructive suggestions were made when necessarily, resulting in high motivation on my side.  It was a great learning experience.” • First opportunity to undertake a form of qualitative analysis, In psychology, such opportunities are quite rare. •  ”Working with the teaching staff (Dr Paul Bishop) was a pleasure - meetings were always informal and I received valuable input and feedback on my work.”

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