University of Maryland Baltimore County

1. University of Maryland Baltimore County Eileen O’Brien, Ph.D. Department of Psychology Tampa, Fl December, 2011

2. Proposal- Fall 2007; Pilot – Spring 2008; Implementation-Fall 2008Introductory 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

3. Proposal- Summer 2010; Pilot – Fall 2010; Implementation-Spring 2011Developmental 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)

4. Challenges for Both Redesigns Faculty • Willingness to learn and deal with technology • Agreement on common content and measures • Accuracy of online quizzes and technology glitches • Roles of Graduate TA and Undergraduate Peer Mentors • Pedagogy change and classroom technology • Routine updates of technology and software Students • Freshman adjustment curve • Preparedness for new pedagogy using adult learning principles • Problem-solving technology issues • Working in groups; used to individual performance • Routine updates of technology and software

5. 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

6. Proposal- Fall 2011; Pilot – Spring 2012; Implementation-Fall 2012 • Organic Chemistry • Supplemental 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. First Year Composition Replacement 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 Sociology Replacement 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