4/6/20100office/department || getting started with course redesign danae l. hudson, ph.d. brooke l....
TRANSCRIPT
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4/6/20101 Office/Department||
Getting Started with Course Redesign
Danae L. Hudson, Ph.D.
Brooke L. Whisenhunt, Ph.D.
Department of Psychology
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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
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Recommendations for Starting the Redesign Process
STEP 1: Identify the need(s) for course redesign
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Some Reasons to Consider a Redesign….
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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
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PSY 121: Why Redesign?
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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
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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
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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
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PSY 121: Our Team
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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
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The Importance of Learning Objectives: Developing GLOs and sLOs
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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
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• 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
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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. +.07b. +.62c. -.56d. -.81 2. In an experiment to determine the effects of tutoring on psychology exam scores, tutoring is the ____.a. Control conditionb. Intervening variablec. Independent variabled. 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. Endorphinsb. Dopaminec. Acetylcholined. Curare
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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
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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
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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
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PSY 121: A Blended Course Design
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PSY 121: Access to Course Staff
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PSY 121: Weekly Expectations and Activities
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PSY 121: Engaged with the Material in Class
• Clickers
• Peer Instruction
• Interactive Class Demonstrations
• Short Video Clips
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PSY 121: Feedback for Students
• MyPsychLab Feedback
• Exam Feedback• Emails 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)
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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
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PSY 121: Learning Outcomes
Comparison of Redesign Means to Historical Departmental Means
30-Item Comprehensive ExamAll
SectionsFall 2012
PilotSpring 2012
Fall2011
Fall2010
Fall2009
Spring 2004
Fall 2004
Pretest 35%10.50(3.36)
36%10.73(3.65)
39%11.79(3.10)
39%11.56(3.44)
39%11.66(3.32)
41%12.32(2.87)
38%11.31(2.74)
Posttest 65%19.50(4.27)
66%19.84(4.70)
60%18.11(4.46)
52%15.62(3.74)
49%14.83(4.12)
55%16.49(4.24)
58%17.46(4.95)
% Improvement 86% 85% 54% 35% 27% 34% 54%
n 1340 102 302 415 509 87 98
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PSY 121: Course Completion/DFW Rates
• Traditional (Fall 2011-2 sections)
• A, B, C, or D = 87%
• DFW = 24%
• Redesign (Fall 2012-5 sections)
• A, B, C, or D = 83%
• DFW = 24%
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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
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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
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Contact Information
Danae L. Hudson, Ph.D.
Department of Psychology
Missouri State University
(417) 836-5470