Action-Based-Learning Redesign: Quantitative Methods of Program Evaluation
Academic Year:
2014 - 2015 (June 1, 2014 through May 31, 2015)
Funding Requested:
$5,900.00
Project Dates:
-
Applicant(s):
Overview of the Project:
Quantitative Methods for Program Evaluation (Public Policy 639), previously an elective for students with an intense interest in learning advanced quantitative methods, has transitioned to the capstone course required of all Master of Public Policy candidates at the Ford School of Public Policy. The course introduces students to the use and interpretation of multiple regression analysis and program evaluation. The goals of the class are to train students to critically consume and thoughtfully produce empirical, policy-relevant research. The course covers multiple regression, fixed effects, instrumental variables, regression discontinuity, panel data, differences-in-differences and propensity-score matching. This proposal addresses the challenge of maintaining a high level of engagement and learning while reaching a broader set of students. The redesigned course will "flip" instruction to focus on team-based problem solving. Students will watch short, online video lectures prior to class; I will conduct in-class clicker quizzes for immediate feedback on comprehension and then clarify any muddy concepts. The bulk of class time will focus on action-based learning, in which students will solve problems and conduct data analysis in groups. The problems they tackle in class will closely resemble the real-world problems they will encounter in their professional lives. The project evaluation plan includes ongoing testing of new resources (videos, problems, quizzes), and feedback in the form of student academic engagement (accessing the online materials, ability to respond to quizzes, in-class participation, completion of assignments), CRLT midterm evaluation, and end-of-term assessment. Through CRLT I will share my experience with interested faculty.