Enhancing Affordability: Integrating Free Resources in an Undergraduate Small Group Dynamics Course

 Small Group Dynamics Workbook; Lecture Videos, PowerPoints, Study Guides, Videos

Background on Your Redesign

Why Redesign Your Course?

I decided to implement a free workbook for my Psychology 3340: Small Group Dynamics  course. The workbook provides students with the foundations of small group dynamics . I have shared with my colleagues in the Psychology Department that I wanted to offer an affordable solution and minimize the cost for our students. The students appreciate the low/no-cost option. I supplement my course with other instructional materials, such as posting foundational research articles, lecture videos, and informational websites. I have shared with colleagues outside my department as I believe that offering affordable low/no cost textbooks supports our students and takes the stress off from spending excessive money on books.

Course History/Background

• Small Group Dynamics is an elective for Psychology majors, minors toward their degree and Sociology Majors concentrating in Human Services.
• Prerequisite: Introduction to Psychology 

Student Characteristics

I have been teaching multiple sections of Small Group Dynamics since 1999. The population of students who take the course include Psychology majors, Psychology minors and Sociology majors concentrating in Human Services.

Advice I Gave My Students to be Successful

To promote student success from the outset of the course, I guide them to the "Start Here" content area. Initially, they watch an Introduction Video where I present myself in a relaxed atmosphere. While this may seem minor, students have shared that it helps them feel a personal connection with me, making them feel more welcomed into the course. Next, they view a Navigation Video that provides a brief overview of the course structure and its various elements. Finally, I present a syllabus overview video. After completing these steps, students are invited to introduce themselves in the Introduction Discussion Blog. 

Impact of Student Learning Outcomes/Objectives (SLOs) on Redesign

STUDENT LEARNING OBJECTIVES

1. Demonstrate the ability to participate effectively as a group member, displaying appropriate task and relationship behaviors that help the group achieve its objectives. (Goal 1.3, 3.2, 3.3, 4.2, 4.3, 5.2, 5.3, 5.4; Assessment Lecture, Structured Experiences, Discussion, Lab)
2. Organize and effectively facilitate a group discussion to achieve group goals while using a leadership style that is appropriate for you and for the group. (Goal 1.3, 3.2, 3.3, 4.2, 4.3, 5.2, 5.3, 5.4; Assessment Lecture, Structured Experiences, Discussion, Lab, Service Learning)
3. Illustrate that you can ask for and constructively consider feedback about your performance as a member and as a facilitator. (Goal 3.2, 3.3, 4.2, 4.3, 5.2, 5.3, 5.4; Assessment Lecture, Structured Experiences, Discussion, Lab)
4. Devise effective feedback to others about their group performance. (Goal 1.3, 3.2, 4.2, 4.3, 5.2, 5.3, 5.4; Assessment Structured Experiences, Discussion, Lab)
5. Analyze your behavior as a group member and as a facilitator. (Goal 3.2, 3.3, 4.2, 4.3, 5.2, 5.3, 5.4; Assessment Structured Experiences, Journal, Discussion, Lab)
6. Apply concepts, principles, and theories from group dynamics to your group experiences in and out of the classroom. (Goal 1.1, 1.2, 1.3, 3.2, 3.3, 4.2, 4.3, 5.2, 5.3, 5.4; Assessment Lecture, Structured Experiences, Journal, Discussion, Lab, Service Learning)
7. Practice written communication skills in an organized manner, free from significant grammatical errors. (Goal 4.1, 4.2; Assessments Journal, Exams, Facilitation Paper, Personal Paper)

Assessments Used to Assess Students' Achievement of Student Learning Outcomes

• Course assessments are facilitation analysis papers, short answer essay exams, a journal and personal paper.

About the Instructor

I have been teaching full-time at CSU Bakersfield since 1999. I teach a variety of undergraduate psychology courses. After 14 years of face-to-face teaching, I started on a journey toward discovering quality online design and delivery. I began teaching online and hybrid courses in 2012. My social psychology course earned Quality Matters (QM) Certification in January 2014 and again in 2019 and the Quality Online Learning & Teaching (QOLT) Award in April 2014. I am certified in online course development and am currently a QM Face-to-Face (F2F) and Online (OFC) Facilitator for Applying the QM Rubric. I am certified and facilitate the QM Improving Your Online Course (IYOC) and the Designing Your Online Course (DYOC). I am a QM Master Reviewer and Peer Course Reviewer, participating in many QM and CSU QM Reviews. I have led numerous workshops for my Teaching and Learning Center, Faculty in the School of Social Sciences & Education, and the Chancellor's Office. I am also the Faculty Coordinator of Online Instruction at CSUB. I hope to be able to draw on these experiences in evaluating the success of the course redesign.

I utilized two main instruments toward the redesign of my course:

The Quality Online Learning & Teaching (QOLT) instrument helped me reflect on the design and delivery of my course. It encouraged me to analyze what worked in my online course. I also received anonymous and confidential feedback from students and this resulted in an in-depth analysis of my course design.  

The redesign process is ongoing and reflective. My process continues to evolve with more experience and time. The redesign process encourages an in-depth examination of my course and creates an opportunity to improve. The ePortfolio has helped with further examination of the work I have done and continue to do in the process. The Professional Learning Community has been a great place to share information and processes with colleagues in my field.

LESSONS LEARNED & TIPS  

The biggest hurdle is finding the time to write the workbook and create lecture videos. I have also learned a lot about technology in order to create the mini-vids. Sometimes campuses have resources to help with making videos, which could lesson the workload.

Strategies I Used to Increase Engagement: I used a variety of instructional materials to engage students and encourage active learning techniques within the online environment.

Resources: Updated course workbook, Lecture Videos