1 / 42

High-Impact and Authentic Learning Environment Positively Impacts Minority Student Outcomes

High-Impact and Authentic Learning Environment Positively Impacts Minority Student Outcomes. Elizabeth A. Becker, Grad Student Caton F. Roberts, PhD. Session Overview. The Achievement Gap What is it? How does it observed here at UW-Madison? Psychology 201 Goals The Course Results

channer
Download Presentation

High-Impact and Authentic Learning Environment Positively Impacts Minority Student Outcomes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. High-Impact and Authentic Learning Environment Positively Impacts Minority Student Outcomes Elizabeth A. Becker, Grad Student Caton F. Roberts, PhD

  2. Session Overview • The Achievement Gap • What is it? • How does it observed here at UW-Madison? • Psychology 201 • Goals • The Course • Results • Discussion • What can you take away from this session and use in your class? • What are you currently doing that has been successful?

  3. The Achievement Gap Achievement gap refers to the observed disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender/race/ethnicity, ability and socioeconomic status

  4. The Gap Here at Madison Chemistry Math English Psychology

  5. Our Role Combat this problem in Psych 202

  6. Course Goals Overarching Goals for the Course Reducing the Achievement Gap Reducing Negative Outcomes Current Semester Goals Revise the course Bolster Positive Outcomes

  7. How do we accomplish this? A Change in Attitude

  8. Instead of Decreasing Negative Outcomes… Increase Success

  9. Instead of …. Minority Students Targeted Minority Students Underrepresented Students Students of Color Them

  10. …….. My Students

  11. Session Overview • The Achievement Gap • What is it? • How does it observed here at UW-Madison? • Psychology 201 • Goals • The Course • Results • Discussion • What can you take away from this session and use in your class? • What are you currently doing that has been successful?

  12. Student Learning Objectives Communicate effectively through writing Communicate effectively through speaking Demonstrate critical thinking and problem solving skills Demonstrate knowledge of course material

  13. Goals Teacher Focused Goals Exposure to professionals Exposure to primary source articles High Impact Lectures and Activities Student led discussion Thought provoking homework Feedback Student Focused Goals • Opportunity to explore diversity • Opportunity to work 1 on 1 with instructor • Develop study skills • Personal Growth • Material • Confidence • Teachers Care

  14. Syllabus

  15. Highlights Digital Storytelling Required meeting Climate Daily Questions Group Work Weekly Study Group Guest Speakers Racism

  16. Digital Storytelling

  17. Required Meetings • 3 meetings with Elizabeth • 1 meeting with course instructor • 1 meeting with Peer Tutor We’re really OK

  18. Climate • Make examples relevant • In class examples • Pictures for PowerPoint • Quiz questions Sheneda has experienced episodes of hypomania, but is currently in a depressive episode. Her diagnosis would be: Bipolar I Bipolar II Major Depression

  19. Daily Questions Examples: Can you please explain how to get the readings at learn@uw? I don’t understand bias in research methods. Can you go over that? I think that the fundamental attribution error can influence the self-fulfilling prophecy. Is that right?

  20. Group Work Group presentations Group projects Partner evaluation of homework (neuron) Group paper discussions TIPS: Assign the groups Give each participant a “job” Spend time with each group

  21. Weekly Study Group Led by undergraduates This coming semester: a 201 grad

  22. Guest Speakers Matt Fuxjager, Graduate Student Patti Coffey, PhD Rebecca Addington, PhD Jennifer McDermott, Post -Doc

  23. Racism • The students are instructed to bring in an art project to share with the class entitled: THIS IS RACISM • Share Examples • Comments from students: • “Never have discussed racism in class before” • “So glad to share my feelings with others” • “I began to realize that everyone is racist, not just white people” • “I had a lot more fun doing this than I thought I would”

  24. RESULTS

  25. Four Semesters Fall 2008 Spring 2009 Fall 2009 Spring 2010

  26. Final Grade Distribution Overall Model P=.002 p=.1 p=.25 p=.16 p=.16 p=1.0 p=.001 p=?

  27. Decrease in Negative Outcomes Negative Outcomes Ds Fs p= .001

  28. Increase in Success Success “Better than average” p=.006 p=.009

  29. Fall 2008

  30. Spring 2009

  31. Fall 2009

  32. Spring 2010 Reminder: Semester Goal Revise the course to bolster POSITIVE OUTCOMES

  33. Excluding Elizabeth’s Semester Hiatus Fall 2008 Spring 2009 Spring 2010

  34. Final Grade Distribution Overall Model P=.001 p=.01 p=.15 p=.08 p=.5 p=.07 p=.01 p=?

  35. Decrease in Negative Outcomes Negative Outcomes Ds Fs P=.001

  36. Increase in Success Success “Better than average” p=.003 p=.001

  37. Comparisons to be Made Final Grades of CEO/AAP Students in the discussion section this semester as compared with past semesters Final Grades of CEO/AAP Students in the discussion section as compared to other students Data collected from SALGs

  38. SALG 11. Please rate how helpful or worthwhile you found the following activities and assignments 1:none 2:a little 3:some 4:a fair amount 5:a great deal 11.1 Guest Speaker: Becky Addington 4.8 11.2 Homework Assignment: Writing Exam Questions 4.5 11.3 Pop Quizzes 4.7 11.4 Student led discussions 4.3 11.5 Homework Assignment: This is Racism 4.5 11.6 In Class Discussion of Racism 4.7 11.7 Homework Assignment: Learning Experiment 4.8 11.8 Homework Assignment: Research Article Review 5.0 11.9 Study Sessions with Tracy 3.5 11.10 Study Sessions with Tyler 5.0 11.11 Meetings with Elizabeth 4.6 11.12 Meetings with Caton 3.8 11.13 Meetings with 281 study partner 11.14 Any additional comments that you wish to share with me about assignments and activities in this course “Tracy is extremely helpful! And I really like the idea of making the multiple choice questions. I never have done that and I found it really worthwhile. Thanks Elizabeth for putting the time to put it all together. Your the best!”

  39. Future Directions Use information from student assessments to continue to improve upon the class Share valuable lessons learned from this course Get feedback and advise from colleagues: how to we do it even better? Publish

  40. Session Overview • The Achievement Gap • What is it? • How does it observed here at UW-Madison? • Psychology 201 • Goals • The Course • Results • Discussion • What can you take away from this session and use in your class? • What are you currently doing that has been successful?

  41. Discussion • What can you take away from this session and use in your class? • What are you currently doing that has been successful?

More Related