redesign of general psychology
DESCRIPTION
Redesign of General Psychology. Dr. Megan E. Bradley, Professor of Psychology @ Frostburg State University [email protected]. Getting Started on Course Redesign NOVA, 10/21/11. Frostburg State University. Psyc150: General Psychology Course characteristics - PowerPoint PPT PresentationTRANSCRIPT
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REDESIGN OF GENERAL PSYCHOLOGY
Getting Started on Course Redesign
NOVA, 10/21/11
Dr. Megan E. Bradley,
Professor of Psychology @ Frostburg State University
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Psyc150: General Psychology Course characteristics
Annual enrollment: About 900 Mostly traditional students and 1st year students Required course for Psychology Majors and 5 other
majors
Academic Issues Course drift & inefficiency Financial difficulties at University level
FROSTBURG STATE UNIVERSITY
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Primary Team (who were also tech savvy): Coordinator
FT Faculty member who did not teach PSYC 150 at FSU 1 FT faculty member
Regularly taught PSYC 150 1 Adjunct instructor
Instructional Designer & regularly taught PSYC 150
Administration: Dean Associate Provost
Publisher: Worth
COURSE REDESIGN TEAM
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Chose Replacement Model Pilot semester
Comparison: 2 traditional sections (N=42) 2 redesign sections (N=99)
ULAs worked with Redesign Instructors via Independent Study
Full Implementation Tripled capacity (N = 150) Began ULA course 2nd semester: Began Netbook Lab
WHAT WE DID
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PILOT COMPARISONS
N compared to prior #
ADMIT GPA* FSU GPA*
Traditional 16% smaller 3.11 2.76
Redesign 100% larger 2.92 2.17
*Significantly different; p = .005 (eta2 = .027), p = .000 (eta2 = .075)
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Course drift eliminated Standard course, syllabus, schedule, grading,
etc.
RESULTS
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IMPACT ON STUDENT LEARNING
Success in the course
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PILOT RESULTS: 50 QUESTION COMMON COMPREHENSIVE FINAL EXAM*
68%
75%
62%
64%
66%
68%
70%
72%
74%
76%
78%
Course Type
Traditional
Redesign
Mean Test Scores
*A one-way ANOVA of section on final exam percentage grades was significant, F = 23.251, p = .000, eta2 = .090. Also significant with GPA as covariate: F = 29.192, p = .000, eta2 = .11.
*Instructors blind to exam content
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PILOT RESULTS: 50 QUESTION COMMON COMPREHENSIVE FINAL EXAM
Section Admit GPA FSU GPA Mean % on Final Exam
Section 1
Traditional
3.02 2.72 67.5%
Section 2
Traditional
3.21 2.81 69%
Section 3
Redesign
2.95 2.46 75.3%
Section 4 Redesign
2.89 2.08 75%
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PILOT RESULTS: 50 QUESTION COMMON COMPREHENSIVE FINAL EXAM
Final exam scores positively correlated with average scores on Mastery Quizzes r =.523, p = .000
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Comprehensive final exam too much 3 unit exams Reduced overall coverage
“Deadline Disorder” 5 different activities reduced to the 3 types that
helped students 2 weeks to complete
Students not ready for blended design Required computer lab 1x/wk
PILOT REDESIGN ISSUES & IMPLEMENTATION SOLUTIONS
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FULL IMPLEMENTATION RESULTS: 43 COMMON QUESTIONS (3 EXAMS)*
65%
70%
77%
58%60%62%64%66%68%70%72%74%76%78%
Course Type
Traditional
Pilot Redesign
Full Redesign
*A one-way ANOVA of section (3 total) on common question percentage was significant, F = 25.852, p = .000, eta2 = .825.
Mean Test Scores
*Instructors blind to exam content
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FULL IMPLEMENTATION RESULTS: PRE VS. POST PREJUDICE ESSAY
Mode Pre-Essay = 0 or 1 Post-Essay = 0,1, 2,
3, 4
0.310
2.28
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
Section Type
Pre-Essay
Post-Essay
*A one-way repeated measures ANOVA on essay grades was significant, F = 230.71, p = .000, eta2 = .420.
Mean Test Scores
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IMPACT ON RETENTION
DWF rate
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Previous average: 12.5% 18% prior to pilot
Pilot Semester Traditional sections: 4% Redesign sections: 22%
Full Implementation - Fall 12.8%
DWF RATE
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OTHER IMPACT ON STUDENTS
ULAs
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“Field Experience” course for top students
Leadership in Psychology Certificate Program
Supplemental Instructor (SI) Receive additional training based on national SI program
Interning as a ULA Research experience included
ULA BENEFITS
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Future opportunities Commencement Speaker
Spring 2010 & Fall 2010 speakers were ULAs
Graduate School Teaching or Research Assistantship
Prestigious Internships Most recent: Sloop Institute for Excellence in Leadership
ULA BENEFITS
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IMPACT ON COST SAVINGS
Formula rating Departmental implication
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NCAT formula: $89 to $26 Departmental implication:
1 FT faculty position
Biggest cost effectiveness: Tripling capacity in class Staffing
COST SAVINGS
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Use of savings Realized:
Communication Response System Implementation (“clickers”)
Netbook lab Yearly support for Tamarin Colony Support for Coordinator Payment to lab assistants, SI, intern
COST SAVINGS