1 / 14

University of Maryland Baltimore County Department of Psychology Psyc100: Introductory Psychology

This workshop presentation discusses the challenges faced during the course redesign of Psyc100 at UMBC, the initiatives taken to address them, and the outcomes observed. Key topics include faculty development, technology integration, student performance, and midcourse adjustments.

michaelbledsoe
Download Presentation

University of Maryland Baltimore County Department of Psychology Psyc100: Introductory Psychology

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. University of Maryland Baltimore CountyDepartment of PsychologyPsyc100: Introductory Psychology Maryland Course Redesign Mid-initiative Workshop May 30, 2008

  2. 400 - 600 students per semester 7 sections per year 4 credit course 3 ½ clock hours each week for classroom instruction Large lecture halls 400 - 600 students per semester 5 sections per year 4 credit course 1 hour each week for online labs; 2 ½ hours for classroom instruction Large lecture halls that are CPS ready Traditional RedesignCourse Course

  3. 4 major multiple choice exams; class participation measure Graduate TA for exam proctoring, individual student assistance, and administrative needs 4 major multiple choice exams; small group activities in class; CPS questions; online activities with quizzes Graduate TAs for weekly support sessions, exam proctoring, online support; administrative needs Peer mentors for tutoring and small group facilitation Traditional RedesignCourse Course

  4. Faculty teaching the course* Eileen O’Brien, PhD Karen Freiberg, PhD Provost Art Johnson, PhD Dean of Arts, Humanities and Social Sciences John Jeffries, PhD Department Chair* Linda Baker, PhD Faculty Development Director* Jack Prostko, PhD *Review team for timeline tasks Student Learning Resource Center Director* Andrea Spratt, MEd Blackboard Administrator/Instructional Designer* Bob Armstrong, MA Evaluator* Laura Stapleton, PhD Graduate TAs* Linda Jones Brian Jobe Undergraduate Student David Mason Advisory Group for Course Redesign

  5. Redesign Challenges • Faculty development and negotiation • Agreeing to commonalities • Technology Training • Roles of Graduate TA and Undergraduate Peer Mentors • Role and Training • Pedagogy change and classroom technology • Small Group Activities • Classroom Performance System (CPS)

  6. Redesign Challenges • Freshman student preparedness • Technology in classroom • Use of online activities • Accuracy of online quizzes and technology glitches • Evaluation • Focus group attendance • Teaching to the Exam

  7. Weaknesses (Traditional) Exams cover more than just lecture Need other activities besides exams Would like online work Weaknesses (Redesign) CPS inconsistency Requires class attendance PPT slides were not on blackboard Instructor goes through slides too fast Exams cover more than lecture Small Group Evaluation Sessions

  8. Strengths (Traditional) Lecture helps for exams Good examples in class related to real life Used PPT Strengths (Redesign) Online labs Video clips in class Small group activities Online practice tests Small Group Evaluation Sessions

  9. Student Evaluations • SCEQs pending

  10. Course Grades • Traditional Section (N=76) • 14% As; 21%B; 28%C; 23%D; 14%F • Redesign Sections (*N=80; **N=65) • 30% of students would have had a lower grade if final course grade was only based on exams. • *40% A; 27% B; 26% C; 5% D; 2% F • **26% A; 46% B; 15% C; 0%D; 3% F; 10% stopped coming to class or doing labs and received Fs.

  11. Course Grades

  12. Midcourse Adjustments to Implementation • Faculty development and negotiation • Exams prepared according to protocol • Technology Support System • Roles of Graduate TA and Undergraduate Peer Mentors • Develop a policy that delineates tasks for Psyc100 • TAs mentoring other TAs in database management and online assistance • Pedagogy change and classroom technology • Small Group Activities - limit to dyads • Classroom Performance System (CPS)- UMBC tech support effort

  13. Midcourse Adjustments to Implementation • Freshman student preparedness • Technology in classroom • FAQ for student • Create a problem-solving tree • Use of online activities • Peer mentors orientation sessions • Accuracy of online quizzes and technology glitches • Publisher review in the summer • Evaluation • Focus groups during class session • Use of activities targeting key outcomes

  14. Student Learning Outcomes • To increase the knowledge of major concepts, theoretical perspectives, empirical findings and historical trends in Psychology. • To understand social sciences research, including design and interpretation, and its implications; To gain experience working in diverse groups; To apply Psychology to everyday situations; To increase the use of critical thinking and creative inquiry • To demonstrate information competence and the ability to use computers and technology in learning; To use technology in an ethically and responsibly.

More Related