Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics 3/18/2016 Dr. Steven C. Huchendorf, Jason Liu Background OMS 2550 - Business Statistics – 4 credit course Class size: 90 students 10-12 sections per year, Sophomore level Multiple formats: Honors, Evening, Day CSOM Undergraduate expansion class size: 120 Class format: Lecture / Discussion Section 1:15 hour Lecture Section T/Th– 90 students 50 minute Friday Discussion Section – 45 students Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Background Why Discussion Sections? Wilbert McKeachie – “When I began teaching in 1946…research demonstrated that better learning occurred if students had an opportunity to discuss the material.” (Teaching Tips, 11th edition, 2002, page 226) Traditional response: Lecture/Discussion Section Led by T.A.s Students ask questions and discuss the material Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu The Challenge Barriers to Learning Lack of Attendance Culture of Friday Discussion Sections as “Optional” Hand back Homeworks / Exams • How am I doing in the class? Quizzes implemented Lack of consistency across Discussion Sections 6-8 T.A.s leading the discussion sections Achieve ‘one voice’ between Instructor and T.A. T.A. TAP (Teaching Assistance Program) • Weekly meetings with T.A. Team • Learning Outcomes provided • Structured activities Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu The Intervention Course Redesign Eliminate the Discussion Section • Add 50 minutes to the Lecture – Incorporate Active Learning Techniques / Classroom Assessment Techniques (ALT-CATs) Recast the role of the T.A. • Homework Preview Process Team Roles Graduate Assistant – Jason Liu • Survey Design & Data Analysis Undergraduate Assistant • Analysis of ALT-CATs Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu The Intervention Pedagogic Benefits Active lectures • Incorporate ALTs-CATs in lecture Homework preview process • Quicker feedback to students Eliminate historic lack of attendance in discussion sections Greater potential for individualized instruction Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Evaluation Design Assess Two Domains ATTITUDE – How the student feels Pre / Post - Student surveys on • Usefulness, Confidence, Enjoyment, Motivation ACHIEVEMENT – Student learning Pre / Post Test Test of Statistic Literacy (TSL) • Learning and Confidence Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL - Test of Statistics Literacy Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Evaluation Design Year 1 and Fall 2005 Experiment with ALT-CATs Pre-Test the Survey Instrument Pre-Test TSL Spring 2006 • Two sections of OMS 2550 • Implement Experimental Design Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Achievement Test of Statistics Literacy (TSL) - 20 Question Multiple-Choice Test Achievement: PreTSL vs. PostTSL Out of 20 Possible Points Score on TSL out of 20 Points 20 15 Mean score improved from 50.45% to 85.9% 10 17.18 10.09 5 0 PreAch PostAch Pre vs. Post Test Results Summer 2005, n=11 Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Achievement Test of Statistics Literacy (TSL) - 20 Question Multiple-Choice Test Achievement: PreTSL vs. PostTSL Out of 20 Possible Points Score on TSL out of 20 Points 20 15 Mean score improved from 50.45% to 85.9% 10 17.18 10.09 5 0 PreAch PostAch Pre vs. Post Test Results Summer 2005, n=11 Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Confidence Test of Statistics Literacy (TSL) Confidence: PreTSL vs. PostTSL % of Responses: I am 99% Confident of my answer 90 80 % of Responses 70 60 81.1 Confidence Improved from 10.00% Confident to 81.1% 50 40 30 20 10 0 10 PreAtt99 PostAtt99 Attitude99 Summer 2005, n=11 Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Confidence Test of Statistics Literacy (TSL) Confidence: PreTSL vs. PostTSL % of Responses: I am 99% Confident of my answer 90 80 % of Responses 70 60 81.1 Confidence Improved from 10.00% Confident to 81.1% 50 40 30 20 10 0 10 PreAtt99 PostAtt99 Attitude99 Summer 2005, n=11 Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu ALT-CAT Survey 1 to 7 Likert-scale: 7 Strongly Agree, 1 Strongly Disagree ALT-CAT Survey Question Mean ALT-CATs are useful for learning the material 6.21 ALT-CATs add more to my learning compared to traditional lecture classes 6.05 ALT-CATs promote the development of a learning community 6.23 I am more confident of the material because of ALTCATs 5.67 n = 39 students, Fall 2005 Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu ALT-CAT Survey Helpfulness of ALT-CATs for Learning the Material (Mean=6.2 out of 7) "ALT-CATs are helpful for learning the material" 18 43.6% 16 41.0% % of Respondents 14 84% Agree or Strongly Agree 12 10 8 6 12.8% 4 2 0 2.6% Strongly Agree A gree Mildly Agree Neutral Mildly Disagree Likert Scale 1 to 7 Disagree Strongly Disagree MBA 6120 Fall 2005, n = 39 Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Supporting Materials ALT-CAT Examples ALT-CAT Analysis by Undergraduate Assistant ALT-CAT Assessment Survey TSL – Test of Statistics Literacy Questions? Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics Dr. Steven C. Huchendorf, Jason Liu 3/18/2016