University of Maryland Baltimore CountyEileen O’Brien, Ph.D.

Department of Psychology

Tampa, Fl December, 2011

Proposal- Fall 2007; Pilot – Spring 2008; Implementation-Fall 2008

Introductory Psychology (4 credits)Replacement Model

lecture time; shift to discussion

Integrated CPS questions to interactivity and attendance

Created common multiple choice exams across sections

Added weekly small group activities to interactivity

Assigned 1½ GTAs for database management and student support

Sequenced content for more engaging start

Created Peer Mentors for class activities, tutoring, and exam prep

Targeted 20% failure rate.; SCEQs; low unit exam scores

Outcomes

the number of sections required each semester and class size.

withdrawal rates; retaining students. SCEQ

the need for two faculty each year; free to offer an additional upper level course each semester.

Freed up University classroom space the need for graduate teaching

assistants from 2 grad students to 1 grad student

Leveraged existing resources to fund undergraduate Peer Mentors

Cost per student $65 to $58 ($78K /yr versus $69.9K /yr) DFW rates consistent across last 4

semesters (below 10%) Mean scores on unit exams

Proposal- Summer 2010; Pilot – Fall 2010; Implementation-Spring 2011

Developmental Psychology (3 credits)

Replacement Model

class meeting to 4 times/semester; shift to Unit discussion sessions

Created faculty agreed upon final exam to test critical concepts

use of essays online for each unit

testing online with weekly chapter exams

Weekly discussion board entries

Videos with online questions after viewing

Assigned 1 GTAs for database management and student support

Targeted course drift, technology use, student enrollment

Outcomes

Course grade distributions maintained; SCEQs remain high

Uniform course delivery with departmental agreed upon critical content

Failure rate maintained at 5%

number of students enrolled

writing assignments

two faculty a year teaching the course

Freed up classroom space for additional courses

to ½ GTA

Cost per student $158 to $74 per student ($63,200/yr to $29,600/yr)

Challenges for Both RedesignsFacultyWillingness to learn and

deal with technologyAgreement on common

content and measuresAccuracy of online quizzes

and technology glitchesRoles of Graduate TA and

Undergraduate Peer Mentors

Pedagogy change and classroom technology

Routine updates of technology and software

StudentsFreshman adjustment

curvePreparedness for new

pedagogy using adult learning principles

Problem-solving technology issues

Working in groups; used to individual performance

Routine updates of technology and software

Institutional Readiness Desire to increase academic productivity Commitment to use technology strategically Pervasive technology infrastructure Capital-for-labor substitutions Experienced IT organization Commitment to learner-centeredness Commitment to learner readiness and

success Institutional support

Proposal- Fall 2011; Pilot – Spring 2012; Implementation-Fall 2012

First Year CompositionReplacement Model

Using small groups Building in use of

software for writing assignments

Using peer mentors Standardizing all

sections Combining two

courses delivering the same outcomes

Consolidating faculty effort

Introduction to SociologyReplacement Model

Increasing enrollment Using technology for

course content delivery

Standardizing syllabus and content

Using peer mentors Writing assignments

in class with groups Online practice

quizzes and mastery assignments

Organic ChemistrySupplemental Model

Online activities outside of class

In-class discussion sessions instead of lecture

Peer mentors to tutor and work through lab assignments

Standardize all sections with common text and content

Students will work in groups.