Maryland Course Redesign Midinitiative Workshop May 30 2008

Maryland Course Redesign Mid-initiative Workshop May 30, 2008 University of Maryland Baltimore County Department of Psychology Psyc 100: Introductory Psychology

Traditional Course n 400 - 600 students per n n semester 7 sections per year 4 credit course 3 ½ clock hours each week for classroom instruction Large lecture halls Redesign Course n 400 - 600 students per n n 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 Course n 4 major multiple choice exams; class participation measure Redesign Course n 4 major multiple choice exams; small group activities in class; CPS questions; online activities with quizzes n Graduate TA for exam proctoring, individual n Graduate TAs for weekly support sessions, exam student assistance, and proctoring, online support; administrative needs n Peer mentors for tutoring and small group facilitation

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

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

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

Small Group Evaluation Sessions Weaknesses (Traditional) n n n Exams cover more than just lecture Need other activities besides exams Would like online work Weaknesses (Redesign) n n n 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 n Strengths (Traditional) n n n Lecture helps for exams Good examples in class related to real life Used PPT n Strengths (Redesign) n n Online labs Video clips in class Small group activities Online practice tests

Student Evaluations n SCEQs pending

Course Grades n Traditional Section (N=76) n 14% As; 21%B; 28%C; 23%D; 14%F n Redesign Sections (*N=80; **N=65) n 30% of students would have had a lower grade if final course grade was only based on exams. n n *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.

Course Grades

Midcourse Adjustments to Implementation n Faculty development and negotiation n n Exams prepared according to protocol Technology Support System n Roles of Graduate TA and Undergraduate Peer Mentors n n Develop a policy that delineates tasks for Psyc 100 TAs mentoring other TAs in database management and online assistance n Pedagogy change and classroom technology n n Small Group Activities - limit to dyads Classroom Performance System (CPS)- UMBC tech support effort

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

Student Learning Outcomes n To increase the knowledge of major concepts, theoretical perspectives, empirical findings and historical trends in Psychology. n 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 n To demonstrate information competence and the ability to use computers and technology in learning; To use technology in an ethically and responsibly.