Improving the Quality of the Student Learning Experience in

the Level 1 Psychology Laboratory

Maxine Swingler, Judith Stevenson, & Mabel Nakulbulwa

School of PsychologyUniversity of Glasgow

What’s it like being a first year psychology student?

• Large class sizes• Anonymous• Support from:

– Tutors – PAL– GTAs in student

computer laboratory

Importance of lab experience

• GTAs first point of contact

• Combination of “taught” and “drop in” labs.

• Lab as a social and learning space.

How can we improve the lab experience?

• Use of student input to inform:– GTA training – Delivery of the laboratory course

• Embedding Graduate Attributes– UG lab course– GTA skills

GTA training

• Current GTA training

– GTA statutory training (3 hour workshop)– Further training offered by LTC. – Online support (RoYT info space).– Informal training within School (1 hour group

session).– Informal supervision from teaching staff.

GTA training within the School of Psychology

• Benefits of formal training for GTAs (Prieto & Mayers, 2000).

• Evaluate student satisfaction with current GTA duties to direct future training.– Assistance during lab classes (taught/drop in)– Admin role– Point of contact

Delivery of laboratory course

• Flexible delivery (Casey & Wilson, 2005, Normand

& Littlejohn, 2006) • Teacher-led vs student led labs?• Implications for organisation of labs and

GTA training needs. • Evaluate student motivation and

attendance:– Taught labs– Drop in labs

Graduate Attributes

Student intern

Adaptable

ConfidenceResourceful

Reflective

Student input

Engaging students

Graduate Attributes

Aims of project

FELT funded (2009)

1. Evaluate first year students experience of the practical laboratory.

2. Use results of evaluation to direct future GTA training and delivery of laboratory course.

Methods

• Questionnaire assessed:– Student’s satisfaction with GTA assistance– Experience of taught vs drop in labs.– Student preparation before labs– Student attendance patterns– Suggestions for improvements.

• 250 first year undergraduate psychology students.

“What kind of help have you asked for in the lab?”

Vast majority (96.7%) of students knew that a GTA is available in the labs for help.

72.7% found the GTAs helpful

“Please comment on how the GTA help in the labs could be improved”

“A knowledgeable GTA” was not top of the students’ needs.

Summary of GTA assistance results:

All suggestions revealed a pastoral trend.

Mainly satisfied with the GTA help provided.• GTAs are found to be helpful.• GTAS could improve by being • More numerous• Appearing more approachable• Appearing more patient

Students feel they learn more about psychology in taught labs (P<.001). However, they feel that the balance between taught labs and SL labs is just right.

Results (lab teaching)

• No significant differences in terms of reading the lab book before coming to the lab, but those who did, found it helpful.

• Majority of students preferred to come earlier to do the taught lab, and a bit later to do the SL lab. – Balance between taught and SL labs is good.– Indicative that students don’t want their

learning experience to be entirely flexible.– Face to face is desired.

Summary of Lab ResultsTaught labs Student led labs

GTA support is the main source of support sought after.

GTA support is the main source of support sought after.

Students say they learn more about psychology.

Balance between labs is just right.

Students come earlier.

Students come later.

Reading the lab book before is found to be helpful.

Reading the lab book before is found to be helpful.

• No significant differences in terms of reading the lab book before coming to the lab, but those who did, found it helpful.

• Balance between taught and SL labs is good.– Indicative that students

don’t want their learning experience to be entirely flexible.

– Face to face is desired.

How we used the evaluation to input into the GTA training

GTA training Graduate Attributes

Emphasising the role of communication and interpersonal skills in training

Encouraging the GTAs to be confident, effective communicators

Creating a pastoral environment where learning can take place

Promoting to students to develop skills adaptively and flexibly in a comfortable learning environment

Emphasising the support resources (PAL, portal etc) that they can refer students to.

GTAs can encourage students to be independent, resourceful and responsible

Lab programme Graduate Attributes

Lab programme is being developed/updated in terms topics

Enables reflective learning via relevant lab objectives and high quality feedback

Lab programme is being developed/updated in terms of encouraging peer interaction

Encouraging students to collaborate

Taught/drop-in format will be maintained

Promoting independent and critical thinking

How we used the evaluation to input into lab development

How this has influenced the UGs who participated

• It provided a rare opportunity for students to get involved in teaching research.

• Incorporated a presentation afternoon.– Staff/peer feedback.

• Familiar with many aspects of stats and SPSS.

•  A good working relationship with staff members

• “Constructive suggestions were made when necessarily, resulting in high motivation on my side.  It was a great learning experience.”

• First opportunity to undertake a form of qualitative analysis, In psychology, such opportunities are quite rare.

•  ”Working with the teaching staff (Dr Paul Bishop) was a pleasure - meetings were always informal and I received valuable input and feedback on my work.”

Attribute Academic Dimension

Personal Dimension

Transferable dimension

Resourceful and responsible

Mabel using statistical

techniques

Effective communicators

Presentation afternoon

Confidence Presentation afternoon

Presentation afternoon

Adaptable Working with academic staff

Experienced collaborators

Whole project Whole project

Reflective learners

Presentation afternoon, whole

project