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