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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

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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
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?
the achievement gap
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

the gap here at madison
The Gap Here at Madison

Chemistry

Math

English

Psychology

our role
Our Role

Combat this problem in Psych 202

course goals
Course Goals

Overarching Goals for the Course

Reducing the Achievement Gap

Reducing Negative Outcomes

Current Semester Goals

Revise the course

Bolster Positive Outcomes

how do we accomplish this
How do we accomplish this?

A Change in Attitude

instead of
Instead of ….

Minority Students

Targeted Minority Students

Underrepresented Students

Students of Color

Them

slide10
……..

My Students

session overview1
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?
student learning objectives
Student Learning Objectives

Communicate effectively through writing

Communicate effectively through speaking

Demonstrate critical thinking and problem solving skills

Demonstrate knowledge of course material

goals
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
highlights
Highlights

Digital Storytelling

Required meeting

Climate

Daily Questions

Group Work

Weekly Study Group

Guest Speakers

Racism

required meetings
Required Meetings
  • 3 meetings with Elizabeth
  • 1 meeting with course instructor
  • 1 meeting with Peer Tutor

We’re really OK

climate
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

daily questions
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?

group work
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

weekly study group
Weekly Study Group

Led by undergraduates

This coming semester: a 201 grad

guest speakers
Guest Speakers

Matt Fuxjager, Graduate Student

Patti Coffey, PhD

Rebecca Addington, PhD

Jennifer McDermott, Post -Doc

racism
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”
four semesters
Four Semesters

Fall 2008

Spring 2009

Fall 2009

Spring 2010

final grade distribution
Final Grade Distribution

Overall Model

P=.002

p=.1

p=.25

p=.16

p=.16

p=1.0

p=.001

p=?

decrease in negative outcomes
Decrease in Negative Outcomes

Negative Outcomes

Ds

Fs

p= .001

increase in success
Increase in Success

Success

“Better than average”

p=.006

p=.009

spring 2010
Spring 2010

Reminder:

Semester Goal

Revise the course to bolster POSITIVE OUTCOMES

excluding elizabeth s semester hiatus
Excluding Elizabeth’s Semester Hiatus

Fall 2008

Spring 2009

Spring 2010

final grade distribution1
Final Grade Distribution

Overall Model

P=.001

p=.01

p=.15

p=.08

p=.5

p=.07

p=.01

p=?

decrease in negative outcomes1
Decrease in Negative Outcomes

Negative Outcomes

Ds

Fs

P=.001

increase in success1
Increase in Success

Success

“Better than average”

p=.003

p=.001

comparisons to be made
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

slide39
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!”

future directions
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

session overview2
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?
discussion
Discussion
  • What can you take away from this session and use in your class?
  • What are you currently doing that has been successful?