Pegging the Needle Through Transformation David Huckleberry – Purdue University Debra Dunlap Runshe – Purdue University February 13, 2017

Session Outline 1. Introduction of Case Study 2 Session Outline 1. Introduction of Case Study 2. Small Group Activity: Problem Solving 3. Small Groups Report Out 4. Hands-on with the LON-CAPA system 5. Results of Case Study 6. Questions

Case Study: Pre-Transformation

IMPACT: Instruction Matters Purdue Academic Course Transformation Collaborative initiative involving key partners to redesign large enrollment, foundational courses. The expectation is that student success will improve by creating more student-centered environments.

Collaboration

The Path to Success The Beginnings ∙ Carol Twigg’s National Center for Academic Transformation ∙ Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education ∙ Bloom’s Taxonomies SoTL ∙ What we learned about what worked ∙ Self-Determination Theory

Self-Determination Theory Competence ∙ mastery of content Autonomy ∙ feelings of volition and choice; endorsements of behavior, ownership of the learning process Relatedness ∙ connections with people (instructors, students) and material

Self-Determination Continuum. Extrinsic Forms of Motivation Self-Determination Continuum Extrinsic Forms of Motivation Coercion Identification Amotivation Intrinsic Motivation (Stick) (Carrot) Increasing Self-Determination Adapted from Deci, E.L., & Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.

Challenges for MA 153 Instructors wanted students to be able to: ∙ access past content for remediation, complete practice problems and receive real-time feedback; previously paper and pencil homework ∙ complete open-response assessments in the same environment as the environment they used for learning; previously in large lecture halls using machine-readable scoring sheets to answer multiple choice questions; students could guess their way to a “C” on an exam

Challenges for MA 153 Instructors wanted students to be able to: ∙ complete more frequent lower stakes assessments; previously they had 3 major exams and a final In addition, instructors wanted to: ∙ reduce cheating; they wanted students to learn the concept not the answer ∙ reduce the cost to of the textbook for students

Learning Outcomes By the end of the course, students will be able to: 1. Simplify different types of expressions. 2. Solve different types of equations and solve formulas for specific variables. 3. Interpret story problems, and set-up equations, functions, or inequalities which can be solved. 4. Simplify inequalities. 5. Calculate functions values an sketch the graphs of functions.

Alignment Assessments Outcomes Activities

Small Group Activity How would your redesign this course, choosing student–centered activities that: ∙ address the challenges ∙ align outcomes, assessments and activities ∙ meet the criteria of Self-Determination Theory (competence, autonomy, relatedness) Report Out

https://goo.gl/6PxMS6

Existing Problem Multiple choice Static problem Delayed Feedback

Iteration One Open Response Static problem Delayed Feedback

Iteration Two Open Response Dynamic Problems Delayed Feedback

Iteration Three Open Response Dynamic Problems Immediate Feedback

Iteration Four Open Response Dynamic Problems Immediate Feedback Multiple Tries Reviewable Tries

Iteration Five Open Response Dynamic Problems Immediate Feedback Multiple Tries Reviewable Tries Show correct answer

Iteration Six Open Response Dynamic Problems Immediate Feedback Multiple Tries Reviewable Tries Show correct answer Adaptive hints

The Results So what makes it student-centered The Results So what makes it student-centered? ∙ Access to past content for remediation ∙ Real-time feedback ∙ Practice problems ∙ Assessments in same environment as learning ∙ More frequent lower stakes assessments ∙ Reduced cheating – learn the concept not the answer ∙ Problem specific discussions ∙ Open responses vs. multiple choice ∙ Cost to students reduced to $0 for textbook and system access

Transformed Curriculum

Questions

Graphing Example

Graphing Example

Calculus II Example