redesigning general psychology using undergraduate learning assistants as peer mentors
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REDESIGNING GENERAL PSYCHOLOGY USING UNDERGRADUATE LEARNING ASSISTANTS AS PEER MENTORS
Increasing Student Success in Social Sciences ConferenceApril 18, 2011 at Buffalo State CollegePresented by Dr. Megan E. Bradleymbradley@frostburg.edu
Psyc150: General Psychology Frostburg State University in Frostburg, Maryland Annual enrollment: About 900 Mostly traditional students and 1st year students Required course for Psychology Majors and 5
other majors
ACADEMIC PROBLEMS Course drift & inefficiency
18 sections/year Each instructor created own syllabus, objectives,
assignments, textbook, etc. Financial difficulties at University level
Unable to retrieve lost FT faculty positions Fewer FT faculty available to teach upper-level
courses requiring greater expertise
WHAT WE DID
Invited publishers to present products Team-approach with departmental support Created online instructor’s manual Chose Replacement Model Pilot semester
2 traditional sections (N=42) 2 redesign sections (N=99)
Tripled capacity during Full Implementation (N = 150)
WHAT WE DID
Pilot Semester for Redesign Sections In-class meeting
1x/week; doubled capacity Active learning
Weekly online assignments with ULA help Pre-lecture & Mastery Quizzes Discussions Prejudice Activity Academic Games & Self-Assessments
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)
PILOT RESULTS
Redesign sections significantly better than traditional sections*
Final exam scores positively correlated with average scores on MQs r =.523, p = .000
*A one-way ANOVA of section (6 total: 2 traditional and 4 redesign) on final exam percentage grades was significant, F = 4.710, p = .000, η2 = .090.
50 Question Common Comprehensive Final Exam:
PILOT RESULTS: 50 QUESTION COMMON COMPREHENSIVE FINAL EXAM
Section Admit GPA FSU GPA Mean % on Final Exam
Section 1Traditional
3.02 2.72 67.5%
Section 2Traditional
3.21 2.81 69%
Section 3Redesign
2.95 2.46 75.3%
Section 4 Redesign
2.89 2.08 75%
ACADEMIC PROBLEMS RESOLVED Course drift & inefficiency
18 sections/year to 5 or 6 sections/year Common objectives, syllabus, text, prep time,
etc. Financial difficulties at University level
Reallocation of FT faculty to upper-level courses Fewer adjuncts needed ULAs
PILOT REDESIGN ISSUES & IMPLEMENTATION SOLUTIONS Comprehensive final exam too much
3 unit exams Reduced overall coverage
“Deadline Disorder” Reduced to: MQs, Discussions, Prejudice Activity 2 weeks to complete
Students not ready for blended design Required computer lab 1x/wk
PILOT REDESIGN ISSUES & IMPLEMENTATION SOLUTIONS Students needed more in-class assistance
Updated instructor’s manual to include brief direct instruction
Need for more campus-wide support Held 3 workshops on redesign Implemented student support services programs
Tutoring, Supplemental Instruction Wellness initiative
FULL IMPLEMENTATION RESULTS
Full Implementation Redesign significantly better than Pilot Redesign & Traditional sections*
Improvements worked
*A one-way ANOVA of section (3 total) on common question percentage was significant, F = 25.852, p = .000, η2 = .825.
43 Common Questions
OVERALL RESULTS Financial Savings
$90/student to $25/student 1 FT position
DWF rate Previous average: 13%
18% prior to pilot Pilot Semester
Traditional sections: 4% Redesign sections: 22%
Full Implementation 13%
REASONS FOR SUCCESS Assessed everything and figured out what
worked and what didn’t Computer lab Use of ULAs
ULA RESPONSIBILITIES Assigned 2 small groups (N = 12) of Psyc150
students for all online work Grade Psyc150 student assignments based
on rubrics Online discussions: Moderate & grade using
rubric Answer student emails
ULA COURSE & RECRUITMENT Learning Mentor in Psychology
Purpose Field experience - Training Review current research on peer learning &
leadership/mentorship Experience as peer mentor
By recruitment only Get list of Psychology majors with high GPAs Seek support from faculty members Contact students & host information meeting(s) prior
to registration
LEADERSHIP IN PSYCHOLOGY CERTIFICATE PROGRAM1. 6 crs: Pre-requisites2. 3 cr: Psychology “Leadership” Courses 3. 3 cr: Learning Mentor course – Must earn a
C4. 6 cr: Electives: Step 2 or 3
ULA INTERNSHIP & PAID POSITIONS Can work as intern for our department
ULA + research assistant
Become Supplemental Instructor Trained by another office Run 1-3 study sessions/week
Become Tutor Trained by tutoring office
IMPACT Most have been accepted into graduate
programs Many have earned assistantships
3 earned national summer internships 1 at Sloop Leadership Institute
In 2008, the May & December commencement speakers for College of Liberal Arts & Sciences were ULAs (& SI instructors)
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