Course re-design has been a topic of conversation for large enrollment classes for some time in the academy. A variety of models have been reported through the literature with varying degrees of success. The SQ3R model of personal study was applied as a model for delivery of a re-designed General Psychology curriculum at Northwest Missouri State University in the spring of 2012. The components of the SQ3R model of course delivery included a scanning ("S") of a chapter through a lecture format on Mondays. Wednesday classes were composed of small group engagement ("Q"uestioning) into the chapter content. Friday's course commitment was composed of an on-line adaptive quizzing program ("R"eview/"R"ehearse) that engaged the students in competency-based activities.
The on-line adaptive quizzing component of this course design was the focus of an analysis of effectiveness. Every Friday, students were assigned "Learning Curve" that engaged them in an interactive, competency based quizzing exercise. Students were not graded on right/wrong answers, but were given five points for each activity they completed to competency. The assessment of effectiveness for this course component looked for a possible correlation between the percentage of "Learning Curve" activities that were completed and the students’ exam scores. An ANOVA was utilized to compare a variety of clusters of completed on-line activities with student exam scores. This webinar will delineate the model of General Psychology course delivery model and the results of the statistical analysis.
Don Ehlers - Northwest Missouri State University
Dr. Don Ehlers has worked with university students since 1975. He has Co-Directed the Wesley Student Center at Northwest with his wife/colleague, Marjean since 1980. He most recently was offered the position as General Psychology Course Redesign Coordinator at Northwest Missouri State University which he accepted in January of 2012.
His interest in course redesign was to maintain personal relationships with students, while delivering a course model that was economically feasible in the larger classroom for the university. His design of SQ3R as a course delivery model seems to be providing the opportunity for success with this goal in mind. Dr. Ehlers continues to listen to feedback from students and look to quantitative evidence of learning to continually improve the course.
He is married to Marjean. They have 4 adult children: Justis, his wife Gina and their 2 children, Adelyn & Cooper; Jesmin, his wife Karen and their 2 children, Nolan & Caelyn; Jacob & his fiancé, Lindsey; and Julia.