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Redesign of General Psychology

Redesign of General Psychology. Dr. Megan E. Bradley, Professor of Psychology @ Frostburg State University mbradley@frostburg.edu. Getting Started on Course Redesign NOVA, 10/21/11. Frostburg State University. Psyc150: General Psychology Course characteristics

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Redesign of General Psychology

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  1. Redesign of General Psychology Dr. Megan E. Bradley, Professor of Psychology @ Frostburg State University mbradley@frostburg.edu Getting Started on Course Redesign NOVA, 10/21/11

  2. Frostburg State University • Psyc150: General Psychology • Course characteristics • Annual enrollment: About 900 • Mostly traditional students and 1st year students • Required course for Psychology Majors and 5 other majors • Academic Issues • Course drift & inefficiency • Financial difficulties at University level

  3. Course Redesign Team • Primary Team (who were also tech savvy): • Coordinator • FT Faculty member who did not teach PSYC 150 at FSU • 1 FT faculty member • Regularly taught PSYC 150 • 1 Adjunct instructor • Instructional Designer & regularly taught PSYC 150 • Administration: • Dean • Associate Provost • Publisher: • Worth

  4. What We Did • Chose Replacement Model • Pilot semester • Comparison: • 2 traditional sections (N=42) • 2 redesign sections (N=99) • ULAs worked with Redesign Instructors via Independent Study • Full Implementation • Tripled capacity (N = 150) • Began ULA course • 2nd semester: Began Netbook Lab

  5. Pilot Comparisons *Significantly different; p = .005 (eta2 = .027), p = .000 (eta2 = .075)

  6. Results • Course drift eliminated • Standard course, syllabus, schedule, grading, etc.

  7. Impact on Student Learning Success in the course

  8. Pilot Results: 50 Question Common Comprehensive Final Exam* Mean Test Scores *Instructors blind to exam content • *A one-way ANOVA of section on final exam percentage grades was significant, F = 23.251, p = .000, eta2 = .090. Also significant with GPA as covariate: F = 29.192, p = .000, eta2 = .11.

  9. Pilot Results: 50 Question Common Comprehensive Final Exam

  10. Pilot Results: 50 Question Common Comprehensive Final Exam • Final exam scores positively correlated with average scores on Mastery Quizzes • r =.523, p = .000

  11. Pilot Redesign Issues & Implementation Solutions • Comprehensive final exam too much • 3 unit exams • Reduced overall coverage • “Deadline Disorder” • 5 different activities reduced to the 3 types that helped students • 2 weeks to complete • Students not ready for blended design • Required computer lab 1x/wk

  12. Full Implementation Results: 43 Common Questions (3 exams)* Mean Test Scores *Instructors blind to exam content • *A one-way ANOVA of section (3 total) on common question percentage was significant, F = 25.852, p = .000, eta2 = .825.

  13. Full Implementation Results: Pre vs. Post Prejudice Essay • Mode • Pre-Essay = 0 or 1 • Post-Essay = 0,1, 2, 3, 4 Mean Test Scores • *A one-way repeated measures ANOVA on essay grades was significant, F = 230.71, p = .000, eta2 = .420.

  14. Impact on Retention DWF rate

  15. DWF Rate • Previous average: 12.5% • 18% prior to pilot • Pilot Semester • Traditional sections: 4% • Redesign sections: 22% • Full Implementation - Fall • 12.8%

  16. Other Impact on Students ULAs

  17. ULA Benefits • “Field Experience” course for top students • Leadership in Psychology Certificate Program • Supplemental Instructor (SI) • Receive additional training based on national SI program • Interning as a ULA • Research experience included

  18. ULA Benefits • Future opportunities • Commencement Speaker • Spring 2010 & Fall 2010 speakers were ULAs • Graduate School • Teaching or Research Assistantship • Prestigious Internships • Most recent: Sloop Institute for Excellence in Leadership

  19. Impact on Cost Savings Formula rating Departmental implication

  20. Cost Savings • NCAT formula: $89 to $26 • Departmental implication: • 1 FT faculty position • Biggest cost effectiveness: • Tripling capacity in class • Staffing

  21. Cost Savings • Use of savings • Realized: • Communication Response System Implementation (“clickers”) • Netbook lab • Yearly support for Tamarin Colony • Support for Coordinator • Payment to lab assistants, SI, intern

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