Development of Curriculum and Training Materials for Peer Led Team - - PowerPoint PPT Presentation

Development of Curriculum and Training Materials for Peer Led Team Learning Recitation Sessions

Donna Pattison*, Ann Cheek Dan Wells, Cathy Horn* dpattison@uh.edu chorn@central.uh.edu

Comprehensive Student Success Program Goal:

To improve student success in our large introductory biology courses. Enrollments: 170‐530 students / section

Semester Course Control Implemen‐ tation Fall 2012 BIOL 1361 490 522 Spring 2013 BIOL 1362 499 380 902 students Semester Course Control Implemen‐ tation Fall 2013 BIOL 1361 494 799 Spring 2014 BIOL 1362 288 952 1751 students

2014‐2015 estimated impact: 2,533 students

I m p a c t

Program Summary

Student Success

Training and Development Faculty Development Workshop series Peer Mentor Pedagogy Workshop series All Students Pre‐requisite checks Enhanced lecture hall curriculum Homework sets Field trips Targeted Students Advising Retake on exam I Recitations

Recitations

• One hour sessions
• 24‐30 students max
• Small group format
• 2 undergraduate peer facilitators per session
• Curriculum designed to enhance mastery of difficult

topics

• Curriculum designed to promote active engagement in

learning

Selection of UTAs

Qualifications:

• 1. You must have earned an A‐ or A in either BCHS3304

General Biochemistry I or BIOL3301 Genetics.

• 2. You must have a cumulative 3.0 GPA with a minimum

3.25 GPA within the major. Application Materials:

• 1. Application form
• 2. Resume (including work experience)
• 2. Unofficial transcript (printed from PeopleSoft)
• 3. Faculty recommendation (two letters sent separately by

faculty)

• 4. Fall 2013 class schedule

UTA Responsibilities

• Attend summer orientation: expectation, policy,

and pedagogy

• Attend lecture and proctor exams.
• Work in pairs to conduct 4‐one hour discussion sessions for

BIOL1361 Introductory Biology each week. Keep accurate attendance records.

• Attend a one hour per week meeting with the course lecture

instructor to discuss curriculum for the week.

• A stipend of $2,000 per semester is provided.

Summer Orientation

What are some things undergraduate peer mentors might struggle with in conducting a recitation session where the students must work in small groups to complete an activity?

Pedagogy Workshops: UTAs

• Developing Healthy Classroom Dynamics
• Discussion Skills and Quality Questions
• Cooperative Learning
• The Psychology of Learning and Development
• How Learning and Memory Occur
• Understanding Cultural Competence
• Student Motivation
• Teaching Reading and Textbook Skills
• Students in Crises

• 1. What is it?
• 2. Why should we care?
• 3. What are common pitfalls that reveal a

lack of it?

Allen, D. and Tanner, K. (2007) Transformations: Approaches to College Science Teaching. Chapter 14 Cultural Competence in the College Biology Classroom.

Define Cultural Competence

https://www.youtube.com/watch?v=XP3cyRRAfX0&feature=kp; retrieved 7/06/2014

What is it that a talk show host does to stimulate interesting discussions on radio

• r TV programs?

Discussion Skills and Quality Questions

Cooperation vs. Competition

The business strategy: Whoever gets the most sales gets a vacation to the Bahamas. Whoever has the least amount of sales will be fired. Results? Benefits? Disadvantages?

Bloom’s Taxonomy of Cognitive Development

http://projects.coe.uga.edu/epltt/images/1/1e/Bloom_1.jpg; retrieved 10/16/2012

Study Skills

• 1. Using Mastering Biology effectively.
• 2. Self‐testing.
• a. End‐of‐chapter questions.
• b. Draw it out.
• c. Write it out.
• d. Recite it.
• 3. Reading the textbook.
• 4. Taking notes in lecture.
• 5. Concept mapping.
• 6. Reviewing after lecture.
• 7. Study groups.

Lac Operon

• 1. Video
• 2. What are the concepts with which students

will struggle?

• 3. Go over activity.
• 4. What is the value of this activity?
• 5. What do you, the TA, need to do during the

activity?

• 6. What do you, the TA, need to do to wrap up

the activity?

• Formal visits to evaluate both the program and how the

UTAs are doing

• Informal walk‐throughs

Purpose:

• To provide constructive feedback
• Help improve teaching performance
• Identify problem areas in teaching
• Identify weaknesses in the curriculum
• Monitor student receptiveness to the class structure and

activities ***see handout

Teaching Evaluations

Focus Groups

• 1. Led by College of Education faculty.
• 2. Feedback on UTA training.
• 3. Program suggestions.
• 4. What the UTAs find challenging.

Results from Fall 2013:

• 1. Perceptions on training and the program

were very positive.

• 2. UTAs don’t like “policing” the lecture hall.
• 3. UTAs requested use of the conference

room kitchen and a place to lock up backpacks.

• 4. UTAs requested team shirts.

Student Comments

• Recitation sessions and the mastering biology homework were extremely

helpful in reinforcing the course material.

• The study tips like drawing out diagrams made harder concepts, like cell

respiration and photosynthesis, easier to understand.

• Recitation sections – small group makes it easier to ask questions and

provides more details.

• recitation can help you learn it twice or three times.
• I go to free recitation every week and it is awesome. I am the kind of

student who visually and actively learns stuff.

• wish we had political science recitation.
• like the break down of recitation. Help you with the difficult terminology.

You can go as many times as you like or could make up if you are sick. Came to school just to go to recitation.

Grade Distributions for Same Professor Introductory Biology I

Pre‐intervention post‐intervention

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0

W F D C B A % of students

n = 1023, Pearson 2 = 34, p < 0.001

F2011 O F2012 O

0% 5% 10% 15% 20% 25% 30% 35% 40% A B C D F W

Final Grade Distribution of Students Receiving Below 70% on Exam 1 in Majors BIOL1361

Fall 2012 Fall 2011

Figure 1. Final Grade Distributions for BIOL1361 students who scored below a 70% on the first exam. Only 30% of the students who scored below a 70%

• n the first exam in Fall 2011 managed to successfully complete the course. In

Fall 2012 when recitation was required for the same cohort of students, 52% of the students who scored below a 70% on the first exam successfully completed the course. This is a 22% improvement in outcomes.

DFW for Majors Class Fall 2012

0% 5% 10% 15% 20% 25% 30% 35% W F D C B A Final Grade

Control (n = 487) Intervention (n = 522)

Moving Students from DF to ABC

Fall 2012 – BIOL 1361 All students

Pearson chi‐square = 29.3 df = 5 p < 0.001

Moving Students from DF to ABC

0% 10% 20% 30% 40% 50% 60% F D C B A Final Grade Control (n = 132) Intervention (n = 124) Fall 2012 – BIOL 1361 Students earning <70 on Exam 1

Pearson chi‐square = 21.3 df = 3 p < 0.001

DFW Rates Across All Dept Sections

Fall 2011 Fall 2012 Fall 2013 BIOL1361 38% 23% 23% Spring 2012 Spring 2013 Spring 2014 BIOL1362 36% 22% 24%

Faculty and Peer Mentor Workshop Survey Results

‐7 ‐6 ‐5 ‐4 ‐3 ‐2 ‐1 1 2 3 4 5 6 7

Classroom management self‐efficacy Instructional strategies self‐efficacy Student engagement self‐efficacy Complexity of student motivation Changeability Student self‐controllability Faculty/Instructor‐controllability of student motivation

Fall Pre to Spring Post PM Fall Pre to Spring Post Faculty

Fall 2012

2.4 2.79 2.7 3.1 3.47 3.56 3.59 3.82 1 1.5 2 2.5 3 3.5 4 4.5 5 Biolunches Demonstration writing assignments Field trips Recitation sections In‐class problem solving opportunities Use of concept mapping during lecture Demonstrations during lecture Use of clicker questions in class

Spring 2013

2.81 2.48 3.25 3.45 3.55 3.74 3.65 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 Demonstration writing assignments Field trips Recitation sections In‐class problem solving opportunities Use of concept mapping during lecture Demonstrations during lecture Use of clicker questions in class

Fall 2013

3.04 2.66 3.36 3.77 3.75 3.84 3.65 0.5 1 1.5 2 2.5 3 3.5 4 4.5 Demonstration writing assignments Field trips Recitation sections In‐class problem solving opportunities Use of concept mapping during lecture Demonstrations during lecture Use of clicker questions in class

Spring 2014

Changes in Students’ Motivational Beliefs, Fall 2012 and Spring 2013

‐0.56 ‐0.64 ‐0.74 ‐0.36 0.26 ‐0.58 ‐0.55 ‐0.75 ‐0.39 0.00 ‐6.00 ‐4.00 ‐2.00 0.00 2.00 4.00 6.00 Self‐efficacy Task Value Mastery Goals Performance Goals Task Difficulty Mean Change (Post‐Survey ‐ Pre‐Survey)

Change in Students' Motivational Beliefs Spring 2013

Intervention Control

N= 576. *p < .05; ***p < .001. N= 511. *p < .05; ***p < .001. ***Also conducted focus groups to gather student feedback.

Logistic Regression Results Fall 2012 and Spring 2013

β SE β Wald’s Constant ‐9.05 2.27 15.90*** .001 At Risk .079 .031 6.436** 1.082 Course Type .845 .526 2.584 2.328 # of Recitation Sections .698 .129 29.203*** 2.010 Test df Wald test 66.68*** 3 Hosmer & Lemeshow 13.00 .112

***p<.001 **p<.01 *p<.05. N=119 Cox and Snell R2 = .429. Nagelkerke R2 (Max rescaled R2) = .572.

Fall 2012

β SE β Wald’s Constant 2.99 .60 24.79*** .19.81 At Risk ‐6.43 1.13 32.14*** .002 Course Type 2.64 .698 14.33 14.06 # of Recitation Sections .315 .102 24.79*** 1.37 Test df Wald test 89.95*** 3 Hosmer & Lemeshow 3.88 5

Spring 2013

***p<.001 **p<.01 *p<.05. N=119 Cox and Snell R2 = .28. Nagelkerke R2 (Max rescaled R2) = .546.

Lecture attendance & participation improves final grade

20 40 60 80 100 120

5 10 15 20

Final Grade

Number of Lectures attended

Fall 2012 ‐ 1361 entire section (n = 503) r2 = 0.31, p < 0.001 20 40 60 80 100 120

5 10 15 20 25

Number of Lectures attended

Spring 2013 ‐ BIOL 1362 entire section (n = 364) r2 = 0.45, p < 0.001 20 40 60 80 100 120

5 10 15 20 25

Number of Lectures Attended

Fall 2013 ‐ BIOL 1361 Entire section (n = 523) r2 = 0.42, p < 0.001

BIOL 1362 Spring 2014

2 4 6 8 10 12 14 Number of Recitations Attended

10 20 30 40 50 60 70 80 90 100

Raw Final Numeric Grade Required Optional . REC_STATUS

Recitation Attendance Positively Correlates with Final Course Grades

How are w e using assessment to inform future practice?

• 1. Implementation of recitations for more courses.
• 2. Encouraging the use of active engagement activities in

more large lecture courses.

• 3. Encouraging the development of homework sets for

more courses.

• 4. Lab tours for the majors course. Field trips for the

non‐majors course.

• 5. Potential scale‐up of the Faculty Development

Workshops from Department level to College Level and expansion to include HCC‐NW.

• 6. Potential extension of recitation program to HCC‐NW.

Lauren Abbott

• Dr. Lara Appleby
• Dr. Ann Cheek
• Dr. Danya Corkin
• Dr. Agnes Defranco
• Dr. Cathy Horn
• Dr. Richard Knapp
• Dr. Brian Mahon
• Dr. Ana Medrano
• Dr. Monique Ogletree
• Dr. Donna Pattison
• Dr. Amy Sater
• Dr. Phil Snider

Janie Thompson

• Dr. Dan Wells
• Dr. Larry Williams

Comprehensive Student Success Program Faculty and Staff