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4/6/20100Office/Department || Getting Started with Course Redesign Danae L. Hudson, Ph.D. Brooke L. Whisenhunt, Ph.D. Department of Psychology.

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Presentation on theme: "4/6/20100Office/Department || Getting Started with Course Redesign Danae L. Hudson, Ph.D. Brooke L. Whisenhunt, Ph.D. Department of Psychology."— Presentation transcript:

1 4/6/20100Office/Department || Getting Started with Course Redesign Danae L. Hudson, Ph.D. Brooke L. Whisenhunt, Ph.D. Department of Psychology

2 History of our Redesign Redesigned Introductory Psychology (PSY 121) at Missouri State University Part of statewide initiative in academic collaboration and course redesign Partnered with National Center for Academic Transformation (NCAT) and serve as a participating institution in the Next Generation Learning Challenges grant (State of Missouri) Collaborative team effort including 5 full-time faculty, administrators, instructional designers, and graduate assistants

3 Recommendations for Starting the Redesign Process STEP 1: Identify the need(s) for course redesign

4 Some Reasons to Consider a Redesign…. Poor Learning Outcomes Retention Problems High DFW Rates High Resource Demand Course Drift

5 Our Traditional PSY 121 General education course Lecture only model 153 students 1 faculty instructor 65% full time faculty (tenure-track or instructor) 35% per course Instructor: Student Ratio = 1:153 Assessments primarily multiple choice exams 4 or 5 per semester

6 PSY 121: Why Redesign? Improve Learning OutcomesReduce DFW RatesReduce/Eliminate Course Drift Increase Instructor: Student Ratio to Allow for Creative Pedagogy

7 STEP 2: Determine the scope of the redesign One-section approach All-section approach Decide if you need to partner with any course redesign specialists

8 PSY 121: Scope and Partnership All-sections approach Redesigned 10 traditional sections of 153 students in the fall to 5 redesigned sections of 300 Partnered with NCAT and numerous departments on campus Part of a statewide initiative: Every state institution in Missouri redesigned at least one course that can ultimately be disseminated to other institutions, if they are interested

9 STEP 3: Assemble a Team Include faculty with experience teaching the course Include administrators and support staff Clearly identify a team leader Understands the course challenges in the larger political/economic context Genuinely believes in the potential of course redesign Effective at building relationships between faculty and administrators

10 PSY 121: Our Team MSU Administration Clif Smart, Frank Einhellig, John Catau, Rachelle Darabi, Chris Craig, Helen Reid, Tim Daugherty Graduate Assistants Brittany Combs, Gail Williams, Emily Stefano Instructional Design/Classroom Technology JoAnn Matson, Bruce Richards, Nancy Gordon, David Caravella, Michael Fisher, Michael Frizell Psychology Faculty Redesign Team Members Team Leader: Danae Hudson Rachel Happel, Ann Rost, Carol Shoptaugh, Brooke Whisenhunt

11 STEP 4: Identify Goals to Establish Necessary Resources Short-term goals (i.e., this semester) Long-term goals (e.g., the life of the project) Team leader works to garner support from administration and commitment of adequate resources

12 The Importance of Learning Objectives: Developing GLOs and sLOs

13 STEP 5: Develop an Assessment Process Assessment helps facilitate the following: Operationally defining course goals Identification of strategies to obtain goals Empirical evaluation of outcomes

14 Combination of assessment plans during pilot phase and full implementation Pre-Post Allows control for initial group differences Parallel One pilot section compared to two sections of a traditional course Collected in Spring 2012 Historical Data Compared to data collected over past years PSY 121: Assessment

15 PSY 121: Assessment Tools Learning Outcomes 30-item comprehensive learning outcomes exam Historical value 50-item comprehensive learning outcomes exam Developed by the redesign team 1. Which of the following correlation coefficients represents the strongest relationship? a b c d In an experiment to determine the effects of tutoring on psychology exam scores, tutoring is the ____. a. Control condition b. Intervening variable c. Independent variable d. Dependent variable 3. Angelo has just completed a 100-mile bicycle ride, but feels little pain or discomfort. His lack of pain is probably caused by the release of _____. a. Endorphins b. Dopamine c. Acetylcholine d. Curare

16 PSY 121: Assessment Tools DFW Rates Final Course Grades/Course Completion Attendance Using clicker participation points and sign-in sheets Student Evaluations Standard evaluations Course component evaluations Designed by redesign team specifically for this course

17 STEP 6: Develop the Structure and Content of the Course Redesign Identification of publisher materials that will meet the course goals How will you incorporate technology? Finding appropriate space Scheduling/timing of classes

18 PSY 121: Comprehensive Review of All Publisher Materials Criteria Used to Evaluate Publisher Material Quality of the textbook/e-book Ease of website use for instructors and students Quality and quantity of instructor resources Instructor/student editing options within the e-book (add notes, video clips, etc.) Mastery quizzes with automatic grading and feedback Clicker content Experiential learning/simulation activities and video demonstrations/tutorials Quality of the test bank with proctoring/administration options Personalized student feedback/activities (based on performance on quizzes) Interactive PowerPoint presentations Instructional design/technical support

19 PSY 121: A Blended Course Design Lecture 1x/wk Online Group Communication and Experiential Learning Individual Online (MyPsychLab)

20 PSY 121: Access to Course Staff Faculty Undergraduate Learning Assistant Learning Lab (20 students) Learning Lab (20 students) Learning Lab (20 students) Undergraduate Learning Assistant Learning Lab (20 students) Learning Lab (20 students) Learning Lab (20 students) Undergraduate Learning Assistant Learning Lab (20 students) Learning Lab (20 students) Learning Lab (20 students) Undergraduate Learning Assistant Learning Lab (20 students) Learning Lab (20 students) Learning Lab (20 students) Undergraduate Learning Assistant Learning Lab (20 students) Learning Lab (20 students) Learning Lab (20 students) Senior Learning Assistant

21 PSY 121: Weekly Expectations and Activities Read Chapter Take Pre- test in MPL Complete Study Plan Take Post- test in MPL Complete Media Assignment Attend Lecture Complete Chapter Exam

22 PSY 121: Engaged with the Material in Class Clickers Peer Instruction Interactive Class Demonstrations Short Video Clips

23 PSY 121: Feedback for Students MyPsychLab Feedback Exam Feedback s to students concerning performance (all levels) Congrats to those who performed well Information on how to improve and resources to those who need to improve Performance Interventions Level 1 (followed Exam 1) Level 2 (followed midterm grades)

24 PSY 121: Provide Students With Individualized Assistance Individualized study plan through MyPsychLab BearCLAW tutoring services available 25 hours per week with ULAs Interventions for struggling students

25 PSY 121: Learning Outcomes Comparison of Redesign Means to Historical Departmental Means 30-Item Comprehensive Exam All Sections Fall 2012 Pilot Spring 2012 Fall 2011 Fall 2010 Fall 2009 Spring 2004 Fall 2004 Pretest35% (3.36) 36% (3.65) 39% (3.10) 39% (3.44) 39% (3.32) 41% (2.87) 38% (2.74) Posttest65% (4.27) 66% (4.70) 60% (4.46) 52% (3.74) 49% (4.12) 55% (4.24) 58% (4.95) % Improvement86%85%54%35%27%34%54% n

26 PSY 121: Course Completion/DFW Rates Traditional (Fall sections) A, B, C, or D = 87% DFW = 24% Redesign (Fall sections) A, B, C, or D = 83% DFW = 24%

27 STEP 7: Educating Your Academic Community about the Redesign Change is uncomfortable Public relations work can be critical Seek opportunities to educate faculty, students, parents, and community members

28 PSY 121: Efforts to Educate Our Campus About the Redesign 1.Developed a presentation about the course for new student orientation (SOAR) targeting students and parents 2.Invited key administrators to attend a redesigned class (Department Head, Associate Provost, and Provost have all attended a redesigned course) 3.Regular presentations about the redesign process and outcomes to the full psychology faculty 4.Multiple presentations across campus and statewide

29 Contact Information Danae L. Hudson, Ph.D. Department of Psychology Missouri State University (417)


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