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Team Miriam- Cynthia DeBoy, Linda McPheron, and Gail Rowe

Use the "Add file or image" button below to post your assignments for team feedback. To provide feedback, use the "Add comment" feature.

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 post inst assgn #1 L McPheron.docx
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10.72 kB19:35, 29 Aug 2014lmcpheronActions
 post inst assgn #2 upadte on project L McPheron.docx
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10.68 kB07:44, 2 Oct 2014lmcpheronActions
 post inst assgn #4 upadte on project L McPheron.docx
Post inst #4 Linda McPheron
10.46 kB21:02, 11 Nov 2014lmcpheronActions
 update on data collection project 2014.docx
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16.25 kB18:25, 17 Nov 2014cdeboyActions
 DeBoy biology scholars capstone 2015.docx
Abstract of progress on project
13.63 kB05:30, 15 May 2015cdeboyActions
 Does using data collected from one’s self model I made.pptx
Diagram of progress for project
97.96 kB05:30, 15 May 2015cdeboyActions
Viewing 9 of 9 comments: view all
My responses to Linda's questions: (1) In my project we are using concept inventories to measure competency at the beginning and end of the term (in addition to assignments), and developed our own attitude survey- free response, not a Likert scale. In addition, we are using something called a KWL" survey: students write down what they *Know* and *Want* to learn at the beginning of the term, then complete the surveys at the end by adding what they actually *Learned*. Hopefully, the class will have taught them something useful and helped answer their questions. (2)My guess is we all need at least one other scorer to reduce any inadvertent bias in our scoring. (3) Yes, I think it is important that someone else give the pre/post surveys so the students will not be tempted to give answers they think may please you.
Posted 13:52, 23 Sep 2014
Responding to Linda - in response to question 2, from talking to the head of my teaching and learning center, it seems like you do need at least one other scorer to ensure that what you are doing is valid and unbiased.
Posted 15:38, 27 Sep 2014
This is in response to Linda's question regarding having someone else give the pre and post tests. My IRB director told me that I could give the pre/post tests since the data was already anonymous (students provided a unique identifier).
Posted 09:36, 28 Sep 2014
Thanks for the comments! They are definitely helpful, and agree about the second scorer! I am looking into how to make that happen!
Posted 07:35, 2 Oct 2014
In response to Linda's assignment #2: Have you been able to connect with a statistician in your institution or in a nearby institution? If not, one idea is to look at faculty profiles within Math/Stats departments in institutions near you to see if any of them have an interest in education research, then "cold call" those who do. You'd be surprised how often this works!

Also, have you looked in the BSP directory to see if there is someone who is doing SoTL near you? If they're a few years ahead of you, they likely struggled with the statistics issue, so it's worth connecting with them to see if they found a way to deal with this!

Finally, you may want to look at departments with strong biology education programs. People are really welcoming in biology education. You might be able to present your project to them and get good feedback on stats resources. I did this at UGA and it helped tremendously.
Posted 14:29, 13 Oct 2014
Also, Linda, I found a list of education journals within the Bio Scholars wiki. Here's the link to the page: http://wiki.biologyscholars.org/3Resources/Publishing/Places_to_Publish

I know you were wondering about these types of journals...
Posted 14:48, 13 Oct 2014
Linda: glad your project is chugging along! Don't worry about having everything done by the time you present at the capstone. Education studies (much like Biology ones!) take a while to complete. It will be helpful for you to present on what you have at the time so you can get feedback.
Posted 10:07, 19 Nov 2014
Cynthia: regarding the stress quizzes--are you able to create isomorphic questions instead of using identical ones? I worry that students may look up the answers to the questions on the first quiz and this might influence their grade on the second quiz (particularly if you're using this strategy for both activities. Students may "catch on" after the first activity and study up for the second quiz during the next activity).

Regarding the issue with students not completing activities: can you provide a further incentive for completion? Maybe make the activities count more, or offer extra credit on top of regular credit. Also, in my opinion, I think you should only analyze data from students who complete all aspects of the assignments/assessments. Otherwise, the analysis is way too complicated, and plus it's hard to draw conclusions. You may have to repeat this over several iterations of the course so you get a high enough n. Alternatively, you could collaborate with someone at another institution who teaches a similar class with higher enrollment.
Posted 10:17, 19 Nov 2014
Thanks so much for the comments. Yes, isomorphic questions would be ideal, although I am not seeing much improvement anyway. I think the question is too hard.
Posted 21:28, 2 Feb 2015
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