Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics Faculty: Dr. Steven C. Huchendorf, Grad Assistants: Jason Liu, Marco Habermann, - PowerPoint PPT Presentation

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Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics Faculty: Dr. Steven C. Huchendorf, Grad Assistants: Jason Liu, Marco Habermann,

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Title: Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics Faculty: Dr. Steven C. Huchendorf, Grad Assistants: Jason Liu, Marco Habermann,


1
Twin Cities Bush GrantPromoting Student Learning
in Large Classes OMS 2550 Business
StatisticsFaculty Dr. Steven C. Huchendorf,

Grad Assistants Jason Liu, Marco
Habermann,
Undergrad Assistants Ryan
Schaefer, BJ Bronson
2
Overview Learning Cycle Roadmap
  • WHY Are We Here? (Reflector)
  • Improve student learning (in all classes!)
  • Last six classes Q1 on SETs
  • 6.9, 6.8, 6.7, 6.7, 6.6, 6.5
  • WHAT (Theorist) Lessons Learned
  • 1) Key Dimensions of Teaching Excellence (CORE)
  • 2) Measures of Student Learning / Success
  • 3) Learning is an Active Process
  • HOW (Pragmatist)
  • Apply Tools
  • ALT-CATs
  • Learning Styles
  • Learning Cycle Roadmap
  • WHAT IF (Activist)
  • Apply the concepts to your own courses

3
Background
  • At a Glance - Archibald Bush Foundation Grant
  • 3Mer ? 800 assets
  • Serves Minnesota, North and South Dakota
  • 2005 ? 33 million across 171 grants
  • U of M 3 Year Grant
  • 2004 to December 2007
  • Twin Cities, UMD, Crookston, Morris
  • 12 teams in Twin Cities
  • OMS Steve Huchendorf
  • Mktg Kevin Upton
  • Dance, Biology, Geology

4
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
  • 115 hour Lecture Section T/Th (90 students)
  • Two (2) 50 minute Friday Discussion Section
  • Smaller sections (45 students)

5
Background
  • Why Discussion Sections?
  • Wilbert McKeachie When I began teaching in
    1946research demonstrated that better learning
    occurred if students had an opportunity to
    discuss the material. (Teaching Tips, 11th
    edition, 2002, page 226)
  • Traditional response large section Lecture
    coupled up with a smaller Discussion Section
  • Led by T.A.s
  • Students ask questions and discuss the material

6
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

7
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.
  • ALT-CAT analysis
  • Preview of assignments
  • Tutoring
  • Team Roles
  • Graduate Assistant Marco Habermann
  • Survey Design Data Analysis
  • Undergraduate Assistant BJ Bronston
  • Analysis of ALT-CATs

8
Lessons Learned 1 Dimensions of Teaching
Excellence
  • CORE
  • Clarity
  • Clear, unambiguous examples that are anchored.
    Easily understood, easily remembered examples
    that resonate with the audience
  • Organization
  • Curriculum, course, class sessions. Learning
    cycle roadmap Reflector (WHY), Theorist (WHAT),
    Pragmatist (HOW), Activist (WHAT IF)
  • Rapport
  • Relationship between instructor and students.
    Approachable, not a friend, but friendly
  • Accessible, Flexible
  • Enthusiasm
  • Greatest thing since sliced bread
  • Interest, Motivation, Excitement
  • Continuous Improvement
  • Improve the active learning experiences of the
    students
  • Develop CORE - four key dimensions of teaching
    excellence

9
ALT-CAT on Teaching Excellence
  • Shared Brainstorming
  • Teams of 3-4
  • Write the dimensions on a 4 x 6 notecard
  • What are the key dimensions for excellence in
    teaching?
  • Think of things you do in the classroom
  • Think of excellent teachers you have had in the
    past

10
Lessons Learned 2 Measures of
success
  • Evaluation Design
  • Assess Two Domains
  • ATTITUDE How the student feels
  • Pre / Post - Student surveys on
  • Usefulness, Confidence, Enjoyment, Motivation,
    Attendance, Failure Rate, Drop Rate
  • ACHIEVEMENT Student learning
  • Pre / Post Test
  • Test of Statistic Literacy (TSL)
  • Learning the content
  • Confidence

11
Achievement TSL - Test of Statistics Literacy
12
Attitude Student Survey
13
ALT-CAT on Measuring Success
  • How do we measure success?
  • Identify the key dimensions of student success
  • How would you measure each dimension?
  • Write-pair-share
  • Write down the key dimensions
  • Share with two others

14
Lessons Learned 3 Learning
is an Active Process
  • Active Learning Techniques (ALTs)
  • McKeachie
  • Classroom Assessment Techniques (CATs)
  • Angelo Cross
  • Active lectures
  • Incorporate ALT-CATs into lecture
  • Are the students getting it? Can I go on?
  • Quicker feedback
  • Key Question What are the learning experiences
    to enhance student learning?

15
ALT-CATs
  • Its not how much I know.its how much the
    students learn
  • ALT-CATs in every course!
  • MBA 6120, OMS 3001, On-line section of MBA 6120,
    Honors, Large section (90 students), Small
    section (40 students)
  • Corporate Training
  • Self-Selected ALT-CAT Teams
  • Change the teams from 3 to 4
  • Rotate the recorder
  • 5 points each. Makes up 10-12 of the semester
    grade
  • Analyze the student responses for teachable
    moments
  • Correct misunderstandings during the ALT-CAT
  • Begin with the next class session with ALT-CAT
    analysis

16
ALT-CATs
  • Pedagogic Benefits
  • Better dispersion of participation
  • Reduces two endpoints
  • The Dominator
  • The Non-Participator
  • Immediate feedback to students
  • Eliminate historic lack of attendance in
    discussion sections
  • Greater potential for individualized instruction
    in large sections
  • Fewer islands more connections among students
  • Better method for quantifying participation
    points
  • Costs
  • It takes time
  • What concepts do we need to cover in the
    classroom?
  • What concepts can students learn on their own?

17
ALT-CAT on ALT-CATs
  • Think-Pair-Share
  • Think of how you make the learning process active
    for the students
  • Share your techniques with two others

18
Evaluation Design
  • Year 1 and Year 2
  • Experiment with ALT-CATs
  • Pre-Test the Survey Instrument
  • Pre-Test TSL
  • Spring 2006 / Spring 2007
  • Two sections of OMS 2550
  • Implement Experimental Design

19
TSL Results Achievement
  • Test of Statistics Literacy (TSL) 20 Question
    Test

20
TSL Results Confidence
  • Test of Statistics Literacy (TSL)

21
ALT-CAT Survey
  • 1 to 7 Likert-scale 7 Strongly Agree, 1 Strongly
    Disagree
  • n 39 students, Fall 2005

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 ALT-CATs 5.67
22
ALT-CAT Survey
  • Helpfulness of ALT-CATs for Learning the Material
    (Mean6.2 out of 7)

23
Issues
  • How to measure success
  • Experimental design and data requirements
  • How to measure the Achievement dimension
  • How to measure the Attitude dimension
  • How to improve student learning
  • Improve support for self-learner/reflective
    learner students

24
Supporting Materials
  • Teaching Philosophy
  • ALT-CAT Examples
  • ALT-CAT Analysis by Undergraduate Assistant
  • ALT-CAT Assessment Survey
  • TSL Test of Statistics Literacy
  • ALT-CAT Workshop (in November)
  • Learning Styles
  • Learning Cycle Roadmap
  • Questions?

25
ALT-CATs
  • Applications card
  • Identify a minimum of one concept that you can
    take with you. Write down how you would apply
    the concept to your own course. Share with your
    ALT-CAT Team.

26
Overview Learning Cycle Roadmap
  • WHY Are We Here? (Reflector)
  • Improve student learning (in all classes!)
  • Last six classes Q1 on SETs
  • 6.9, 6.8, 6.7, 6.7, 6.6, 6.5
  • WHAT (Theorist) Lessons Learned
  • 1) Key Dimensions of Teaching Excellence (CORE)
  • 2) Measures of Student Learning / Success
  • 3) Learning is an Active Process
  • HOW (Pragmatist)
  • Apply Tools
  • ALT-CATs
  • Learning Styles
  • Learning Cycle Roadmap
  • WHAT IF (Activist)
  • Apply the concepts to your own courses

27
Twin Cities Bush GrantPromoting Student Learning
in Large Classes OMS 2550 Business Statistics
Faculty Dr. Steven C. Huchendorf,

Grad Assistants Jason Liu, Marco Habermann,

Undergrad Assistants Ryan Schaefer,
BJ Bronson
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