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1. Pre-Institute Assignments

Table of contents
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1. Introduce yourself to the Research listserv: Due May 12

Email address: bspresearch14@mail.asmusa.org
Subject heading: “Your Name - Introduction.” 

Please answer these questions:

1) Describe your teaching responsibilities and the type of student you teach.

2) Describe what you would like to take home as a result of attending the Research Institute.

3) Tell us about your interests outside of the classroom and a book that you have read recently.

 

2.  Reading & Reflections (3-part activity): Due June 9

Activity 1 - Read

Table of Contents for the Articles

1.     Bass, Randy. The Scholarship of Teaching: What’s the Problem? 1999.
        Inventio: Creating Thinking about Learning and Teaching. vol 1, no 1.
2.     Hutchings, Pat. Approaching the Scholarship of Teaching and Learning.
        Opening Lines:  Approaches to the Scholarship of Teaching and Learning
3.     Mettetal, Gwynn. The What, Why, and How of Classroom Action Research. 2001. Journal of Scholarship of Teaching and Learning. vol 2, no 1.


Activity 2 - Wiki Homepage**

1.    In the top-left corner of the Wiki, you should see an orange “login” button.  Click this button to login.

2.    Your user name and password has already been set as your first initial and full last name
(e.g., ksherwood). Log in to the Wiki. You should see your username in the upper left corner if you are correctly logged in.  The orange logout button should also be visible.

3.    Click the page already created for you under “2014 Scholar Pages” of the "2014 Research Cohort."  Note: You may see another page called “My Page” at the top of your wiki screen.  This “My Page” is NOT visible to anyone but you and SHOULD NOT be used for these assignments. 

4.    Once you are on your Scholar Page, find the orange header at the top of the page and select “Edit page.”

5.    Add your current CONTACT INFORMATION to this page. Feel free to add links to your professional and/or personal website, a picture of yourself, and any other items that may interest the group (Feel free to play!).

**Having trouble? See our Wiki Guide.


Activity 3 - Reading Reflections


1.    Make certain you are logged in, and on your Scholar Page under "2014 ResearchCohort."

2.    In the orange header at the top of the page, select “New page.” This will create a new page UNDER your name.

3.    Change the title of the page to read “Reading Reflections.”  This is the title that will appear in the hierarchy tabs to the left, under your name.

5.    Based on your readings, prepare a 1 page reflective piece. You can copy and paste your reflections directly onto the Wiki page or attach them as a Word doc. Make sure to address the following in relation to your proposal:

  • How would you describe your “research problem(s)” to the Research Scholars group? 
  • What theme(s) based on your readings, resonate with your “problem” and/or your proposed approach to address your problem.
  • Based on Pat Hutchings article, what taxonomy would you use to describe your research question and why?
  • Do you have any questions/concerns/comments that have evolved from your reading?

 

3.  IRB Policies: Due June 23

1.    Log in to the Wiki and navigate to your Scholar Page under "2014 Research Cohort."

2.    In the orange header at the top of the page, select “New page.” This will create a new page UNDER your name.

3.    Change the title of the page to read “IRB Policies.”  This is the title that will appear in the hierarchy tabs to the left, under your name.

4.    Underneath the title, you will cut and paste your school’s IRB protocol.  This is what you will need to fill out and submit before you start this classroom research project. You may also want to find out a little bit about the process such as:
•    What are the submissions deadlines?  
•    How long does it take to get approval? 

 *If you can, talk to someone on the IRB committee and describe your project to see what they think will be needed.  The IRB process can be a huge block to your research project moving forward, so it pays to be informed.  We will discuss the IRB process at the summer institute.

 

4.  Annotated Bibliography: Due July 7

1. Find five (5) references that are directly related to your project. Although you may be familiar with using Google Scholar for finding peer-reviewed literature (http://scholar.google.com/), ERIC (http://www.eric.ed.gov/) is a commonly used database for education research. Do your best to find references that relate to each of the following aspects of your study: rationale or motivation for the study, design of the study, methods for data collection and analysis, and interpretation of the results.

2. Format your references in APA style. You can find information about APA style here: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_o.html.

3. Annotate your references by explaining how each is useful for your project (see below for more information how to write an annotated bibliography).

4. Create a new “Bibliography” tab under your individual main page as follows:

  • Log in to the Wiki and navigate to your Scholar Page under "2014 Research Cohort."
  • In the orange header at the top of the page, select “New page.” This will create a new page UNDER your name.
  • Change the title of the page to read “Bibliography.”  This is the title that will appear in the hierarchy tabs to the left, under your name. Click "Save."
  • Upload your bibliography by either pasting it to the page (click "Edit Page" to do so) or attaching it as a document (click the "attach file or image" button at the bottom of the page). Be sure to click the “Save” button at the top when you are done.

 

 What is an annotated bibliography and how do you write one?
An annotated bibliography adds to the traditional list of citations a paragraph that provides both a description of the research, a critical evaluation of the quality of the content, and the relevance of the citation to your work. These annotations are typically ~150 words. There are many on-line sites that describe annotated bibliographies and how to create them, such as this site at the University of Toronto (http://www.writing.utoronto.ca/advic...d-bibliography).

 

5. Journal Club Readings: Due On-Site

Read the following articles and try to identify the learning problem and the research question for each paper.  Think about the alignment between the problem and the question – does the question address the whole learning problem or part of the learning problem?  We will continue working with these papers during the institute.

1. Hoskins, Sally G., David Lopatto, and Leslie M. Stevens. The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs. 2011. CBE - Life Sci. Educ. vol 10, no 4.
http://www.lifescied.org/content/10/4/368.abstract

2. Segura-Totten, Miriam, and Nancy E. Dalman. The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing the Primary Literature. 2013. J. Microbiol. Biol. Educ. vol 14, no 2.
http://jmbe.asm.org/index.php/jmbe/article/view/506

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