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University of Maryland Baltimore County
Department of PsychologyEileen O’Brien, PhD, Linda Baker,
PhD, Laura Stapleton, PhD, Adia Garrett,
PhD, Karen Freiberg, PhD
Final Report
Redesign of Psyc100University of Maryland System Course
Redesign
Redesign
Maintained up to 1000 students per year
Decreased from 7 to 5 course sections per year
Moved from 3 ½ clock hours to 2 ½ clock hours for weekly classroom instruction; added 1 hour each week for online labs (self-paced)
Redesign Changes
4 common exams across sections
Added small group activities to class sessions
Added CPS questions to class sessions
Grad TAs for database management; weekly student support sessions; online support
Added Peer Mentors for small group activities and tutoring through LRC
Student Learning
Redesign sections compared to the Traditional section shows significantlyproportionately fewer Cs, Ds and Fs and greater As and Bs, χ2(N=768,df=4) = 44.2, p<.001.
Student Learning
Grade Distribution by Course Type
0
5
10
15
20
25
30
35
40
A B C D F
Per
cen
tag
e o
f st
ud
ents
Historic Traditional Redesign Spr08 Redesign Fall08
Redesigned data differed from the historical data, with proportionately fewer Cs, Ds and Fs and a greater percentage of As and Bs (χ2(N=7,766,df=4) = 240.6, p<.001 )
Comparing Grading Rubrics
0
1020
3040
A B C D F
Redesign Rubric Traditional Rubric
Grading Rubric changed with the Redesign using a multi-method approach.
Using the Redesign four exam scores and weighting them 100%
Course Withdrawal Rates
0
1
2
3
4
5
6
7
8
9
10 Spring 2004
Fall 2004
Spring 2005
Spring 2005
Fall 2006
Spring 2006
Spring2008R
Spring2008T
Fall 2008R
Fall 2008 had the lowest withdraw rate (3.2%) documented since 2000. The range has been 4.1% to 10.3 %.
Course Failure Rates
0
2
4
6
8
10
12
14Fall 2005
Spring2006Fall 2006
Spring2008R Spring2008 TFall 2008
Course Objectives
To increase the knowledge of major concepts, theoretical perspectives, empirical findings and historical trends in Psychology Covered more content than could be presented in
lecture Online resources for those needing further clarification
of concepts Peer mentors/TAs available to assist in comprehension
of concepts
Course Objectives
To understand social sciences research, including design and interpretation, and its implications Online activities using research process; small group
research activities that required dialogue with peers
To demonstrate information competence and the ability to use computers and technology in learning; to use technology in an ethical and responsible way. Students had to develop proficiency with Blackboard in order
to do labs; learned to download software and problem-solve connectivity issues with tech experts
Cost Savings
Decreased the number of sections of Psyc100 by two sections per academic year Two less faculty per academic year Reduced the need for one Lecture Hall each semester Decreases the need for 1 1/2 Grad TA lines to 1 each
semester
Leveraged existing resources (LRC) Peer Mentors trained and paid through an existing
tutoring project
Pedagogical Techniques
Online Labs More content than could be presented in class Self-paced; review opportunities; practice
exams Less Lecturing
Small Group Activities: Students could apply concepts dialogue with peers
Peer Mentors Small group support and individual tutoring
Redesign Challenges
Faculty development and negotiation Agreeing to section commonalities/limiting instructor autonomy
Same texts, labs, activities and exams Technology Training for Faculty Fear of technology; poor problem-solving
Roles of Graduate TA and Undergraduate Peer Mentors New Roles and Training
Grad TAs managing technology and databases; peer mentors providing in class support for small groups
Pedagogy change and classroom technology Small Group Activities for class N=200 Classroom Performance System (CPS)
inconsistent success rates with CPS clicker technology
Redesign Challenges
Freshman student preparedness Technology in classroom; forgetting to bring clickers;
lack of replacement batteries Use of online activities; software incompatibilities
Accuracy of online quizzes and technology glitches Only some browsers could be used Errors on publisher’s quizzes Publisher’s interface with Blackboard was
problematic
Adjustments to Implementation
Faculty development and negotiation Multiple choice exams shortened to 50 item exams (75 minute exam) Switched products and publishers; labs through UMBC Blackboard
Roles of Graduate TA and Undergraduate Peer Mentors TAs maintain the technology database and provide tech assistance
to students Current TAs mentoring other TAs in database management and
online assistance Peer Mentors trained through LRC and supervised by lead Faculty
Adjustments to Implementation
Pedagogy change and classroom technology Small Group Activities - limited to dyads with peer mentors
facilitating Classroom Performance System (CPS)- CPS was removed from
the course until updated technology is field tested. Student preparedness
Technology in classroom Prepared FAQ sheet for student Created a problem-solving tree that explains if students have
difficulty with technology, how to seek resolution of issue Use of online activities
Peer mentors available for orientation sessions and weekly to assist students one on one.
Weekly Grad TA sessions (2) to resolve online issues, review content and prepare for exams
Accuracy of online quizzes and technology interface issues The ongoing issue of mis-keyed questions and
misplaced content in various chapters is an ongoing dialogue with the publisher.
The course labs were changed due to interface issues with the publisher; Customized labs from the first publisher placed on Blackboard did not reliably function; new publisher tested and plans for BB interface this summer 2009.
Redesign will be implemented in AY 2009-2010
Adjustments to Implementation