Eileen O’Brien, Ph.D.
Department of Psychology
Tampa, Fl
December, 2011
Proposal- Fall 2007; Pilot – Spring 2008; Implementation-Fall 2008
Introductory 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
Proposal- Summer 2010; Pilot – Fall 2010; Implementation-Spring 2011
Developmental Psychology (3 credits)
Replacement Model
Outcomes
  class meeting to 4 times/semester;
shift to Unit discussion sessions
 Course grade distributions maintained;
SCEQs remain high
 Created faculty agreed upon final exam
to test critical concepts
 Uniform course delivery with
departmental agreed upon critical
  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



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)
Challenges for Both Redesigns
Faculty
Students
 Willingness to learn and deal
 Freshman adjustment curve
 Preparedness for new pedagogy





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
using adult learning principles
 Problem-solving technology
issues
 Working in groups; used to
individual performance
 Routine updates of technology
and software
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
Proposal- Fall 2011; Pilot – Spring 2012; Implementation-Fall 2012
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
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.
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