elizabeth a. becker, grad student caton f. roberts, phd high-impact and authentic learning...
TRANSCRIPT
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ELIZABETH A. BECKER, GRAD STUDENTCATON F. ROBERTS, PHD
High-Impact and Authentic Learning Environment Positively Impacts Minority Student Outcomes
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Session Overview
The Achievement Gap What is it? How does it observed here at UW-Madison?
Psychology 201 Goals The Course Results
Discussion What can you take away from this session and use in
your class? What are you currently doing that has been successful?
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The Achievement Gap
Achievement gap refers to the observed disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender/race/ethnicity, ability and socioeconomic status
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The Gap Here at Madison
Chemistry Math EnglishPsychology
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Our Role
Combat this
problem in Psych
202
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Course Goals
Overarching Goals for the CourseReducing the Achievement GapReducing Negative Outcomes
Current Semester GoalsRevise the courseBolster Positive Outcomes
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How do we accomplish this?
A CHANGE IN ATTITUDE
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Instead of Decreasing Negative Outcomes…
INCREASE SUCCESS
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Instead of ….
Minority Students
Targeted Minority Students
Underrepresented Students
Students of Color
Them
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……..
My Students
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Session Overview
The Achievement Gap What is it? How does it observed here at UW-Madison?
Psychology 201 Goals The Course Results
Discussion What can you take away from this session and use in
your class? What are you currently doing that has been successful?
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Student Learning Objectives
Communicate effectively through writingCommunicate effectively through speakingDemonstrate critical thinking and problem
solving skillsDemonstrate knowledge of course material
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Goals
Teacher Focused Goals
Exposure to professionals
Exposure to primary source articles
High Impact Lectures and Activities
Student led discussionThought provoking
homeworkFeedback
Student Focused Goals
Opportunity to explore diversity
Opportunity to work 1 on 1 with instructor
Develop study skillsPersonal Growth
MaterialConfidenceTeachers Care
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Syllabus
Week Date Topic Homework: due at class
1 1/18 MLK Jr Day – No Class
2 1/25 Class Introduction Perkins and Wieman, 2005
3 2/1 Stress and Health 2 photocopies of notes
4 2/8 REVIEW Written Exam Q and As
2/11 EXAM 1
5 2/15 Introduction to Learning, Guest Speaker: Rebecca Addington Learning Essay
6 2/22 Learning continued Learning Experiment
7 3/1 Social Psychology Art Project
8 3/8 REVIEW Update Digital Story
3/9 EXAM 2
9 3/15 Neurobiology Research Article Review
10 3/22 Guest Speaker: Matt Fuxjager Neuron Model
11 3/29 Spring Break – No Class
12 4/5 REVIEW Update Digital Story
4/8 EXAM 3
13 4/12 Introduction to Emotions Emotion Journal
14 4/19 Developmental Psychology Group Presentation
15 4/26 Psychopathology, Guest Speaker: Patricia Coffey Psychopath. Worksheet
16 5/3 REVIEW, Class evaluations, Class Project Viewing, Party?? Digital Story due Sat @ 10pm
5/14 EXAM 4
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Highlights
Digital StorytellingRequired meetingClimateDaily QuestionsGroup WorkWeekly Study GroupGuest SpeakersRacism
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Required Meetings
3 meetings with Elizabeth 1 meeting with course instructor 1 meeting with Peer Tutor
WE’RE REALLY OK
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Climate
Make examples relevant In class examples Pictures for PowerPoint Quiz questions
Sheneda has experienced episodes of hypomania, but is currently in a depressive episode. Her diagnosis would be:a) Bipolar Ib) Bipolar IIc) Major Depression
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Daily Questions
Examples:
Can you please explain how to get the readings at learn@uw?
I don’t understand bias in research methods. Can you go over that?
I think that the fundamental attribution error can influence the self-fulfilling prophecy. Is that right?
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Group Work
Group presentationsGroup projectsPartner evaluation of homework (neuron)Group paper discussions
TIPS:Assign the groupsGive each participant a “job”Spend time with each group
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Weekly Study Group
Led by undergraduates
This coming semester: a 201 grad
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Guest Speakers
Matt Fuxjager, Graduate StudentPatti Coffey, PhD Rebecca Addington, PhD Jennifer McDermott, Post -Doc
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Racism
The students are instructed to bring in an art project to share with the class entitled: THIS IS RACISM
Share ExamplesComments from students:
“Never have discussed racism in class before”
“So glad to share my feelings with others”
“I began to realize that everyone is racist, not just white people”
“I had a lot more fun doing this than I thought I would”
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RESULTS
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Four Semesters
Fall 2008Spring 2009Fall 2009Spring 2010
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Final Grade Distribution
Overall ModelP=.002
p=.1p=.25p=.16p=.16p=1.0p=.001 p=?
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Decrease in Negative Outcomes
Negative Outcomes
DsFs
p= .001
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Increase in Success
Success“Better
than average”
p=.006p=.009
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Fall 2008
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Spring 2009
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Fall 2009
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Spring 2010
Reminder:
Semester Goal
Revise the course to bolster POSITIVE OUTCOMES
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Excluding Elizabeth’s Semester Hiatus
Fall 2008Spring 2009Spring 2010
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Final Grade Distribution
Overall ModelP=.001
p=.01p=.15p=.08p=.5p=.07p=.01p=?
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Decrease in Negative Outcomes
Negative Outcomes
DsFs
P=.001
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Increase in Success
Success“Better
than average”
p=.003p=.001
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Comparisons to be Made
Final Grades of CEO/AAP Students in the discussion section this semester as compared with past semesters
Final Grades of CEO/AAP Students in the discussion section as compared to other students
Data collected from SALGs
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SALG 11. Please rate how helpful or worthwhile you found the following activities
and assignments 1:none 2:a little 3:some 4:a fair amount 5:a great deal 11.1 Guest Speaker: Becky Addington 4.8 11.2 Homework Assignment: Writing Exam Questions 4.5 11.3 Pop Quizzes 4.7 11.4 Student led discussions 4.3 11.5 Homework Assignment: This is Racism 4.5 11.6 In Class Discussion of Racism 4.7 11.7 Homework Assignment: Learning Experiment 4.8 11.8 Homework Assignment: Research Article Review 5.0 11.9 Study Sessions with Tracy 3.5 11.10 Study Sessions with Tyler 5.0 11.11 Meetings with Elizabeth 4.6 11.12 Meetings with Caton 3.8 11.13 Meetings with 281 study partner 11.14 Any additional comments that you wish to share with me about
assignments and activities in this course “Tracy is extremely helpful! And I really like the idea of making the multiple
choice questions. I never have done that and I found it really worthwhile. Thanks Elizabeth for putting the time to put it all together. Your the best!”
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Future Directions
Use information from student assessments to continue to improve upon the class
Share valuable lessons learned from this course
Get feedback and advise from colleagues: how to we do it even better?
Publish
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Session Overview
The Achievement Gap What is it? How does it observed here at UW-Madison?
Psychology 201 Goals The Course Results
Discussion What can you take away from this session and use in
your class? What are you currently doing that has been successful?
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Discussion
What can you take away from this session and use in your class?
What are you currently doing that has been successful?