1. 10/19/2015 Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics Dr. Steven C. Huchendorf, Jason Liu

2. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu 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  1:15 hour Lecture Section T/Th– 90 students  50 minute Friday Discussion Section – 45 students

3. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Background  Why Discussion Sections?  Wilbert McKeachie – “When I began teaching in 1946…research demonstrated that better learning occurred if students had an opportunity to discuss the material.” (Teaching Tips, 11 th edition, 2002, page 226)  Traditional response: Lecture/Discussion Section  Led by T.A.s  Students ask questions and discuss the material

4. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu 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

5. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu 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. Homework Preview Process Team Roles  Graduate Assistant – Jason Liu Survey Design & Data Analysis  Undergraduate Assistant Analysis of ALT-CATs

6. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu The Intervention Pedagogic Benefits  Active lectures Incorporate ALTs-CATs in lecture  Homework preview process Quicker feedback to students  Eliminate historic lack of attendance in discussion sections  Greater potential for individualized instruction

7. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Evaluation Design Assess Two Domains  ATTITUDE – How the student feels  Pre / Post - Student surveys on Usefulness, Confidence, Enjoyment, Motivation  ACHIEVEMENT – Student learning  Pre / Post Test  Test of Statistic Literacy (TSL) Learning and Confidence

8. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL - Test of Statistics Literacy

9. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Evaluation Design  Year 1 and Fall 2005  Experiment with ALT-CATs  Pre-Test the Survey Instrument  Pre-Test TSL  Spring 2006 Two sections of OMS 2550 Implement Experimental Design

10. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Achievement  Test of Statistics Literacy (TSL) - 20 Question Multiple-Choice Test

11. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Achievement  Test of Statistics Literacy (TSL) - 20 Question Multiple-Choice Test

12. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Confidence  Test of Statistics Literacy (TSL)

13. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu TSL Results: Confidence  Test of Statistics Literacy (TSL)

14. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu 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

15. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu ALT-CAT Survey Helpfulness of ALT-CATs for Learning the Material (Mean=6.2 out of 7)

16. Twin Cities Bush Grant – Promoting Student Learning in Large Classes - Dr. S. Huchendorf, Jason Liu Supporting Materials  ALT-CAT Examples  ALT-CAT Analysis by Undergraduate Assistant  ALT-CAT Assessment Survey  TSL – Test of Statistics Literacy Questions?

17. 10/19/2015 Twin Cities Bush Grant Promoting Student Learning in Large Classes OMS 2550 Business Statistics Dr. Steven C. Huchendorf, Jason Liu