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Department of Psychology

Department of Psychology. Enhancing Introduction to Psychology: High-Tech, High-Touch or The Best of Both? Large class, high failure rates >12% in course; at midsemester, 15-25% Traditionally structured Survey course, minimal activities/assessment Issues driving the redesign:

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Department of Psychology

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  1. Department of Psychology Enhancing Introduction to Psychology: High-Tech, High-Touch or The Best of Both? • Large class, high failure rates • >12% in course; at midsemester, 15-25% • Traditionally structured • Survey course, minimal activities/assessment • Issues driving the redesign: • Student engagement; serving different populations differently • 63% study < 2 hours per week; 25% miss > 5 classes • Enrollment and cost issues • Reluctance to rely solely on adjunct faculty • Faculty perceptions and participation

  2. Department of Psychology Early Redesign Efforts (2006) • Enlarged, Enriched,Team-taught Sections • Team Teaching • Small Honors Section • Web Component • Goals: Build student engagement, diversify learning activities, build learning • Companion to small-group breakout sessions • Design: • 6 topics selected for enhancement • Students directed to “external” web site with specific questions or activities • Students return to Vista site to complete short-answer assessment • Assessment

  3. Department of Psychology Outcomes: Test scores on material covered by enhancements

  4. Department of Psychology Current Redesign Project • ABOR/Learner-Centered Education program • PIs include K. Laurie Dickson, Derrick Wirtz • Focused goals: Reduce failure rate, build engagement, reduce cost • Large team-taught section • 400 students/section • Honors section • Major features • Supplemental model • Web assignments • SRS for required attendance, in-class assessment • Early intervention system run by GAs, based on SRS and test data

  5. Department of Psychology Progress Report and Closing Thoughts • Midsemester grades? • Response to early intervention • 40% of those contacted by email respond; of those, approximately 50% do follow through with a GA meeting • Of those, reactions are positive • Meetings typically focus on general study skills, material to a lesser degree • High tech complements high touch

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