ELIZABETH A. BECKER, GRAD STUDENTCATON F. ROBERTS, PHD

High-Impact and Authentic Learning Environment Positively Impacts Minority Student Outcomes

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?

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

The Gap Here at Madison

Chemistry Math EnglishPsychology

Our Role

Combat this

problem in Psych

202

Course Goals

Overarching Goals for the CourseReducing the Achievement GapReducing Negative Outcomes

Current Semester GoalsRevise the courseBolster Positive Outcomes

How do we accomplish this?

A CHANGE IN ATTITUDE

Instead of Decreasing Negative Outcomes…

INCREASE SUCCESS

Instead of ….

Minority Students

Targeted Minority Students

Underrepresented Students

Students of Color

Them

……..

My Students

http://www.facebook.com/photo.php?pid=1038612&id=763263125

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?

Student Learning Objectives

Communicate effectively through writingCommunicate effectively through speakingDemonstrate critical thinking and problem

solving skillsDemonstrate knowledge of course material

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

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

Highlights

Digital StorytellingRequired meetingClimateDaily QuestionsGroup WorkWeekly Study GroupGuest SpeakersRacism

Digital Storytelling

Required Meetings

3 meetings with Elizabeth 1 meeting with course instructor 1 meeting with Peer Tutor

WE’RE REALLY OK

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

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?

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

Weekly Study Group

Led by undergraduates

This coming semester: a 201 grad

Guest Speakers

Matt Fuxjager, Graduate StudentPatti Coffey, PhD Rebecca Addington, PhD Jennifer McDermott, Post -Doc

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”

RESULTS

Four Semesters

Fall 2008Spring 2009Fall 2009Spring 2010

Final Grade Distribution

Overall ModelP=.002

p=.1p=.25p=.16p=.16p=1.0p=.001 p=?

Decrease in Negative Outcomes

Negative Outcomes

DsFs

p= .001

Increase in Success

Success“Better

than average”

p=.006p=.009

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Reminder:

Semester Goal

Revise the course to bolster POSITIVE OUTCOMES

Excluding Elizabeth’s Semester Hiatus

Fall 2008Spring 2009Spring 2010

Final Grade Distribution

Overall ModelP=.001

p=.01p=.15p=.08p=.5p=.07p=.01p=?

Decrease in Negative Outcomes

Negative Outcomes

DsFs

P=.001

Increase in Success

Success“Better

than average”

p=.003p=.001

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

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!”

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

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?

Discussion

What can you take away from this session and use in your class?

What are you currently doing that has been successful?