developmental psychology pilot report mid-course corrections
DESCRIPTION
Developmental Psychology Pilot Report Mid-course corrections. UMBC. Description of the Course. Developmental Psychology (prenatal through 12 years of age) Annual enrollment 540 students across 8 sections Required course for 4 majors; General Education Course Transfer and traditional students - PowerPoint PPT PresentationTRANSCRIPT
UMBC
Developmental Psychology (prenatal through 12 years of age)
Annual enrollment 540 students across 8 sections Required course for 4 majors; General Education
Course Transfer and traditional students Lecture 2 ½ hrs a week; two sessions each week Four multiple choice exams One writing assignment Blackboard for posting No concern about DFW rates
Course drift Staffing issues Poor SCEQ ratings Lack of instructional
technology use Plagiarism concerns Unequal enrollment
across sections (60-100 students)
Student requests for more application of concepts
Requests for summer and winter sections
Students from Shady Grove campus requesting the course (40 miles from main campus)
Replacement Model Face to face sessions four times during the
semester; audio lectures for each chapter Online quizzes, chapter tests, videos, and
interactivities with MyDevelopmentLab Eight essays across four Units Weekly blog reflecting on topics in text Virtual child activity
1 traditional section (n=90) 1 redesign section (n=54) Same faculty assigned to both Assessment Plan
◦ Class GPA◦ Common pretest (first 25 questions of the Final)◦ Common final (questions agreed upon by three faculty)◦ Student focus group at midterm◦ Pass/fail online essays versus traditional unit essays
due in class◦ Blog quality◦ SCEQs, item 9 re: instructor effectiveness◦ Faculty evaluation of model impact
Traditional Redesign Significance Test
GPA- Mean (SD) 2.83 (0.66), N=62
2.76 (0.64), N=31 t(91)=0.50, NS
Pretest scores- Mean (SD)
14.84 (3.16), N=90
13.02 (3.33), N=54
t(142)=3.29, p =.001
Pretest Questions on Final Exam- Mean (SD)
17.41 (3.05), N=90
16.13 (3.07), N=54
t(142)=2.44, p <.05
Full Exam Score- Mean (SD)
80.08 (10.26), N=90
75.13 (10.97), N=54
t(142)=2.73, p <.01
Mean Score (Standard Error)
TraditionalPretest 14.84 (0.34)
Final Exam 17.41 (0.32)
RedesignPretest 13.02 (0.44)
Final Exam 16.13 (0.42)
Protocol1.Students take a few minutes to answer the questions individually.2.Students are randomly put into groups and asked to share their responses. They are asked to record only those responses for which there is consensus.3.Debrief by having the groups report out and see how much consensus there is across groups.4.Data is summarized for the whole class, each group, and individually.
Conducted by Faculty Development Director
1. Do you usually understand what is expected of you in preparing for and participating in this class? If not, please explain why not. universal agreement-syllabus clear
2. What aspects of this course and your instructor's teaching help you learn best? media, web assignments, online tests, videos
1. What specific advice would you give to help your instructor improve your learning in this course? study guides, review sheets, more structured meetings
• What steps could you take to improve your own learning in this course? (Share ideas from group members—agreement with others is not necessary) do not procrastinate, use the online resources, time management, attend faculty sessions
GROUP QUESTIONS-GROUP QUESTIONS-TRADITIONALTRADITIONAL1. Do you usually understand what is expected of you in
preparing for and participating in this class? If not, please explain why not. universal agreement-syllabus clear
2. What aspects of this course and your instructor's teaching help you learn best? media, videos, applied examples
1. What specific advice would you give to help your instructor improve your learning in this course? study guides, less lecturing, more activities in class
• What steps could you take to improve your own learning in this course? (Share ideas from group members—agreement with others is not necessary) come to class, study groups
Too many emails about technology issues
Essay grading pass/fail took too long to review due to lack of writing skills
Frustration with online miskeyed questions
Students did not participate in face to face sessions
Students not keeping to due dates in syllabus
Enjoyed focusing on favorite content in face to face sessions
More interactivity with students; learned more names
Some very good comments in blogs that would not have been shared in class
More flexible hours and efficient use of time
Identify students needing assistance quickly
Students wanted more “real-time” interaction with the instructor
More structure to face to face meeting sessions
Too many writing assignments; students not experienced with essay assignments
Boring audio lectures; need more interaction
Blog entries tended to be less scholarly
Students want exam review sessions
Assignment deadlines not met; posted on syllabus
Faculty receiving many emails about technology glitches
Videos and questions were mismatched
Online tests keyed incorrectly
Confusion over link to “virtual child”
Student access codes incorrect; slow to register
Missing data:◦ GPA – not all available ◦ Transfer students not identified◦ Experience with hybrid courses (technology
savvy)◦ Years at UMBC –Fr, So, Jr, Sr◦ Reason for taking the course (major versus Gen
Ed)◦ Repeat enrollment not identified◦ Difference between night class students and
day class students?
Instructor had virtual office hours once a week; students signed up for sessions and identified topics.
Increased to six face to face meetings and pedagogy change to group assignments related to unit content. (2 ½ hr sessions)
Reduced writing assignments to four (pilot had six) with grading rubric embedded in the assignment.
Added online resource for writing assistance Moved to discussion board with required scholarly
postings; examples provided. Notification of due dates and times set on HOME
Bb page
Publishers completed all “fixes” by mid January. One link to the “virtual child” was embedded in
Bb. Student access codes were corrected Deleted audio lectures and provided study guides
with key concepts; added supplemental resources more interactivities
TA trained in technology and completed an orientation with students
Online orientation package was developed for use of virtual child and MyDevelopmentLab
Office of Institutional Research working on identifying missing data
Information sheet developed for missing OIR data
IMPLEMENTATION DATAIMPLEMENTATION DATA