Course Transformation Work
PSYC 104, General Psychology: Work on this course has been in progress for a number of years, moving from a single large lecture course to smaller sections taught by graduate students, while still retaining the same enrollment. The approach to the class has changed so that the normative use of classroom time is now using active learning teaching strategies and activities. The original course learning goals were refined and aligned with department, university, and national psychology standards. Plans were implemented to help coordinate multiple sections, train graduate student instructors, and implement effective and efficient assessment of learning goals.
- Click to see our poster on the timeline for this course redesign
- This resource includes additional information we have developed on graduate student teaching training
PSYC 210, Statistics in Psychological Research: Changes to this course included developing learning goals, adopting interactive online materials, and providing teaching training to the graduate students who teach the course. In order to alleviate student anxiety about statistics and demonstrate the value of statistics, the traditional final exam was replaced by a more authentic assessment. This project required students, working in teams, to analyze real-world data and present their results in a poster that was presented during the final exam time.
- Click to see our poster on Redesigning a Traditional Final Exam into an Authentic Research Project
- This resource highlights the Research Project Team Roles for the Project
PSYC 333, Child Development: Changes to this course included developing learning goals, adopting interactive online materials, and providing teaching training to the graduate students who teach the course. In order to alleviate student anxiety about statistics and demonstrate the value of statistics, the traditional final exam was replaced by a more authentic assessment. This project required students, working in teams, to analyze real-world data and present their results in a poster that was presented during the final exam time.
Click the image above to see the developmental science principles pre- and post-test results for students, as well as the impact of interpreting and using research had on students critical thinking. You can see the complete poster by clicking here: Team Problem-Based Learning Poster
Faculty and Student Development Programs
Teaching and Graduate Student Prep Days: Prior to the first week of classes each fall semester we host a teaching prep day, one for faculty and one for graduate student instructors. We provide opportunities to fine tune elements of courses and consult with colleagues about teaching to help our faculty and graduate student instructors get excited about the first week of class. We balance time for individual work with conversations about teaching.
Consultation with Graduate Students who Teach Online Courses: We provide assistance for graduate student instructors who are teaching or developing online courses. Consultations are available for any part of the teaching process—brainstorming, syllabus development, creating assignments/assessing learning, creating rubrics, or navigating Blackboard or other LMS platforms. Another resource provided is “Minds Online: Teaching Effectively with Technology” by Michelle D. Miller, which approaches online learning and teaching based on cognitive science, and provides ideas based in theory and evidence that support online teaching.
Declining DFW rates across the course suggests that this overall redesign of Psychological Statistics has been successful at helping students better master the material from this class.
Marsha McCartney, Ph.D. is the Teaching Fellow for the Department of Psychology at the University of Kansas. In this position, she works with faculty and graduate students to redesign courses with high enrollment, with the goals of improving learning, instruction, and retention. She uses her knowledge of learning theories and extensive teaching experience to help instructors design activities that promote active participation and authentic learning. She has taught and/or redesigned courses in General Psychology, Introductory Statistics, Child Development, Research Methods, Social Psychology, Educational Psychology, and Positive Psychology. She has a Ph.D. in Educational Psychology with concentration areas in Learning and Development, and earned a Minor in College Teaching. Her research interests include learning and motivation in higher education and faculty teaching development. Marsha can be contacted regarding the repository for Psychology at email@example.com.
Andrea Greenhoot, Ph.D. is Professor of Psychology, Director of the Center for Teaching Excellence and Gautt Teaching Scholar at the University of Kansas. Her disciplinary expertise is in cognitive development and memory and she teaches courses on child development, cognitive development, memory, and theories of developmental science. She was drawn to the work of the Center for Teaching Excellence through her interest in applying cognitive and developmental science to questions about teaching and learning in higher education. She leads KU’s postdoctoral Teaching Fellows program and the C21 Course Redesign Consortium. She is always changing her courses using evidence-based strategies to improve her students’ learning, and is currently working on transforming the large 300-level Child Development course with Psychology Teaching Fellow Marsha McCartney. Andrea is PI on the TRESTLE project.
Susan Marshall, Ph.D. is a Lecturer and Academic Program Associate in the Pyschology Department at the University of Kansas. She is a cognitive pyschologist with training in human memory, cognitive aging, and dementia. She serves as Coordinator for all sections of General Psychology and Statistics in Psychological Research. In this role, Susan oversees the team of graduate students who teach both of these courses and maintains the instructor development program that helps these students become effective teachers. Along with over 20 years of teaching experience, she now applies her knowledge of cognitive principles to developing successful teaching techniques that can be utilized both in the classroom and in online teaching formats.