redesigning general psychology using undergraduate learning assistants as peer mentors
DESCRIPTION
Redesigning General Psychology using Undergraduate Learning Assistants as Peer Mentors. Increasing Student Success in Social Sciences Conference April 18, 2011 at Buffalo State College Presented by Dr. Megan E. Bradley [email protected]. Psyc150: General Psychology - PowerPoint PPT PresentationTRANSCRIPT
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. [email protected]
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)