Problem: How do we connect the classroom to career and workplace?

Market research indicates that over 80% of professors who teach undergraduate psychology classes list as one of their top three goals: Students will apply psychology to authentic situations. The APA (2011) concurs that faculty should “promote deep understanding, long-lasting knowledge, and the ability to apply what is learned to disciplines outside of psychology and in settings outside of the formal classroom” 

Mapping: How do we create a learning path?

The team started with NRC (2000) Challenge-Reaction-Insight-Action (CRIA) learning path and conducted UX Research to map our psychology students’ journey through a multimedia simulated case study:

Problem: Be recruited by a psychology professional to assist with a project. For example to determine the likelihood that an adolescent might use marijuana. 

Investigate: Explore the simulated evidence (Facebook chats, report cards, parental interviews) of a fictional adolescent. 

Research: Review the relevant research about the factors of marijuana use. 

Evaluate: Make a prediction of the likelihood of marijuana use. 

Share: Describe their reasoning in a forum with other students. 

Testing: How do we validate our ideas?

Once we had several iterations on paper, the team went into the field and recruited undergraduate psychology students to use the  prototypes. For example, contrary to our path, students wanted to consult the relevant research before seeing any of the specifc case evidence. You can see a short video of the testing process here https://www.youtube.com/watch?v=Bg_008S_YAc 

Result: What is the solution?

Problem 

Each case study begins with a psychology professional, such as a school or clinical psychologist, recruiting the students to assist answering a specific question. Varied gender, age, and ethnic representations allow diverse students to form identifications.

 Consult the Research

Summaries of contemporary research around important factors are presented in bulleted and cited format, supporting quick comprehension and deeper reading.  

 Investigate the Evidence

Simulated artifacts, such as the adolescent’s text messages and report cards, or a series of interview questions with his parents are provided. Each piece of evidence has multiple and varied connections to the research already provided. It is reasonable to form many different opinions based on which evidence and factors most heavily weighted.  

  Make a Decision

When ready students are asked to make an evaluation of the case. This evaluation is in an objective format, as anonymous class results are displayed in a pie graph. This allows students and the teacher to get a quick sense of the diversity of opinions and is a great starting point for class discussion. 

 Share Your Reasoning

Students also are prompted to write a brief rationale for why they made their decision, connecting the evidence to the research factors, which is displayed in a discussion forum. Again this is good for the individual student to compare her thinking with others, and for the teacher to gain a sense for what evidence and research is most weighted by individuals and the class