Redesign of Psyc100: Enhancing Student Learning and Efficiency

1. University of Maryland Baltimore CountyDepartment of PsychologyEileen O’Brien, PhD, Linda Baker, PhD, Laura Stapleton, PhD, Adia Garrett, PhD, Karen Freiberg, PhD Final Report Redesign of Psyc100 University of Maryland System Course Redesign

2. Maintained up to 1000 students per year Decreased from 7 to 5 course sections per year Moved from 3 ½ clock hours to 2 ½ clock hours for weekly classroom instruction; added 1 hour each week for online labs (self-paced) Redesign

3. 4 common exams across sections Added small group activities to class sessions Added CPS questions to class sessions Grad TAs for database management; weekly student support sessions; online support Added Peer Mentors for small group activities and tutoring through LRC Redesign Changes

4. Student Learning Redesign sections compared to the Traditional section shows significantly proportionately fewer Cs, Ds and Fs and greater As and Bs, χ2(N=768,df=4) = 44.2, p<.001.

5. Student Learning Redesigned data differed from the historical data, with proportionately fewer Cs, Ds and Fs and a greater percentage of As and Bs (χ2(N=7,766,df=4) = 240.6, p<.001 )

6. Comparing Grading Rubrics • Grading Rubric changed with the Redesign using a multi-method approach. Using the Redesign four exam scores and weighting them 100%

7. Course Withdrawal Rates Fall 2008 had the lowest withdraw rate (3.2%) documented since 2000. The range has been 4.1% to 10.3 %.

8. Course Failure Rates

9. Course Objectives • To increase the knowledge of major concepts, theoretical perspectives, empirical findings and historical trends in Psychology • Covered more content than could be presented in lecture • Online resources for those needing further clarification of concepts • Peer mentors/TAs available to assist in comprehension of concepts

10. Course Objectives • To understand social sciences research, including design and interpretation, and its implications • Online activities using research process; small group research activities that required dialogue with peers • To demonstrate information competence and the ability to use computers and technology in learning; to use technology in an ethical and responsible way. • Students had to develop proficiency with Blackboard in order to do labs; learned to download software and problem-solve connectivity issues with tech experts

11. Cost Savings • Decreased the number of sections of Psyc100 by two sections per academic year • Two less faculty per academic year • Reduced the need for one Lecture Hall each semester • Decreases the need for 1 1/2 Grad TA lines to 1 each semester • Leveraged existing resources (LRC) • Peer Mentors trained and paid through an existing tutoring project

12. Pedagogical Techniques • Online Labs • More content than could be presented in class • Self-paced; review opportunities; practice exams • Less Lecturing • Small Group Activities: Students could apply concepts dialogue with peers • PeerMentors • Small group support and individual tutoring

13. Redesign Challenges • Faculty development and negotiation • Agreeing to section commonalities/limiting instructor autonomy • Same texts, labs, activities and exams • Technology Training for Faculty • Fear of technology; poor problem-solving • Roles of Graduate TA and Undergraduate Peer Mentors • New Roles and Training • Grad TAs managing technology and databases; peer mentors providing in class support for small groups • Pedagogy change and classroom technology • Small Group Activities for class N=200 • Classroom Performance System (CPS) • inconsistent success rates with CPS clicker technology

14. Redesign Challenges • Freshman student preparedness • Technology in classroom; forgetting to bring clickers; lack of replacement batteries • Use of online activities; software incompatibilities • Accuracy of online quizzes and technology glitches • Only some browsers could be used • Errors on publisher’s quizzes • Publisher’s interface with Blackboard was problematic

15. Adjustments to Implementation • Faculty development and negotiation • Multiple choice exams shortened to 50 item exams (75 minute exam) • Switched products and publishers; labs through UMBC Blackboard • Roles of Graduate TA and Undergraduate Peer Mentors • TAs maintain the technology database and provide tech assistance to students • Current TAs mentoring other TAs in database management and online assistance • Peer Mentors trained through LRC and supervised by lead Faculty

16. Adjustments to Implementation • Pedagogy change and classroom technology • Small Group Activities - limited to dyads with peer mentors facilitating • Classroom Performance System (CPS)- CPS was removed from the course until updated technology is field tested. • Student preparedness • Technology in classroom • Prepared FAQ sheet for student • Created a problem-solving tree that explains if students have difficulty with technology, how to seek resolution of issue • Use of online activities • Peer mentors available for orientation sessions and weekly to assist students one on one. • Weekly Grad TA sessions (2) to resolve online issues, review content and prepare for exams

17. Adjustments to Implementation • Accuracy of online quizzes and technology interface issues • The ongoing issue of mis-keyed questions and misplaced content in various chapters is an ongoing dialogue with the publisher. • The course labs were changed due to interface issues with the publisher; Customized labs from the first publisher placed on Blackboard did not reliably function; new publisher tested and plans for BB interface this summer 2009. • Redesign will be implemented in AY 2009-2010