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

3. 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

4. Case Study: Pre-Transformation

5. 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.

6. Collaboration

7. 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

8. 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

9. 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,

10. Challenges for MA 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

11. Challenges for MA 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

12. 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.

13. Alignment
Assessments
Outcomes
Activities

14. 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

16. Existing Problem Multiple choice Static problem Delayed Feedback

17. Iteration One Open Response Static problem Delayed Feedback

18. Iteration Two Open Response Dynamic Problems Delayed Feedback

19. Iteration Three Open Response Dynamic Problems Immediate Feedback

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

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

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

23. 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

24. Transformed Curriculum

29. Questions

30. Graphing Example

31. Graphing Example

32. Calculus II Example