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October Assignment

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1. Update/ Revise Wiki site with your progress (I’ve created a tab under your team for this October Assignment Update). Reflect on “The Good, the bad and the ugly”. What is going well? What is problematic?  
 

2. Edit your individual Research Design section of the website with your findings and methodology. Has anything changed?

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Washington update:
My project has been going fairly well. Students completed the initial motivation survey during the first day of class. The data has not been analyzed and will not be until Jan. Students will be required to complete the SALG attitude survey mid-Oct and post motivation survey in Dec. The daily reflection minute paper logs took a while to get going as making booklets were time consuming. The data so far from the daily logs is very encouraging as students have commented that they believe that they are more engaged when they use clickers. The questions I have them respond to are essentially - what made them engaged during the lecture and what would make them more motivated. At times I do get the random answer from a few students - nothing related to the questions, but that's to be expected. edited 18:09, 4 Oct 2009
Posted 18:01, 4 Oct 2009
My project has been going well. My 2 secctions have been taking the daily quizzes (quiz #15 is tomorrow) while my colleagues sections have not. We have been collecting the study logs from all the students. The biggest issue with the study logs is making sure the students are only putting in the time spent on studying for this particular course. We have also had the students complete a few different surveys and questionnaires. We are in the process of analyzing all of this data. Luckily, we have a graduate student on research rotation and some undergraduate students who are taking an intro to research class helping us with data collection and analysis. After the first exam, my students mean score was about 5 points higher than my colleague's mean score and I had a higher % of passing (c or better) grades. We are hoping to submit an abstract for a Lilly Conference in Feb. on a few aspects of the data (not directly the daily quiz data itself, but the surveys, etc.) One problem that arose is that we failed to separate the post-exam survey for the experimental and control group. We plan on doing this in the future. We used survey monkey.com and used one account. One other thing that our graduate student asked is how we can determine if the daily quizzes are increasing student learning based on final grades (compared to control) if they are factored into the grade. In other words, they may cause the grades to go up/down in some way. I need to think about this. My short answer is we can pull the quiz grades out and see if there is any difference in the final grade they would have been issued without the quizzes. Other than that, I am moving along. And collecting LOTS of data.
Posted 13:52, 6 Oct 2009
Inouye update:
So far, my progress has been hindered primarily by "the Bad and the Ugly." The CSU is suffering from the worst budget crisis in its history, and all (well, almost all) CSU employees are forced to take a 10% pay cut, under the guise of a reduced workload. Faculty have been told to take mandatory "furlough" days (6 days per quarter), on which we are forbidden to step foot on campus or even think about work. As we all know, for faculty, a missed day means extra work on successive days. Our administrators have acknowledged this reality, so have mandated us to reduce our workload in other ways (e.g. give only multiple choice exams, do not develop new courses, delay our departmental 5-year review (what a relief), etc.).

I've been feeling demoralized by the way the CSU has been dealing with the budget crisis (their cuts are deep and seem to hurt our students and our ability to teach them the most), and I've been completely overwhelmed (for a number of reasons - I'll only mention the salient ones). My animal physiology course is overenrolled and overcrowded (each lab has 4 more students than capacity). I truly hope that the changes in the course due to the furlough and overcrowding doesn't impact my results in any way. Certainly, I don't think I'll be able to make any comparisons with previous years.

There is some good, however. I was able to do a mini-confirmation (using the pre-test/post-test design using isomorphic questions that Jenny discussed) that in-class team activities really enhance student learning. I'm infusing more team-based learning activities in my lectures. I also gave a clicker workshop at a campus-wide conference and highlighted Jenny et al.'s Science article as one of particular importance!
Posted 16:06, 9 Oct 2009
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