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Team Steve- Sarah Ades, Jason Walker, and Scott Gabriel

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 SG - Michell Shuster reflection.docx
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12.14 kB13:16, 28 Aug 2014sgabrielActions
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I found the webinar okay overall. It helped get some of the issues with collecting and analyzing data back in my head. The topic on how to compare perceptions of learning with actual learning gains was interesting although a clear solution was not reached. It did put me back in the not being sure of how to categorize particular types of data mode. With respect to the discussion of treating Likert data like it is continuous, are student scores on assessments (measurements of actual learning) continuous? I am meeting with a group from our teaching and learning center and the ed psych department about my project soon and hope to be able to enlist someone who can help with these type of issues. Which leads to an update on my project. I met with an Associate Dean for Undergraduate Education at Penn State. I originally got in touch with her because she has been involved in implementing the CAT (critical thinking assessment test She was excited both about the project and because I was interested in the CAT. I may try to write a microbiology specific version of the CAT with support from her office (possibly involving $ to enlist a grad student or get some summer salary !!!). She put me in touch with the people from ed psych and the teaching/learning center who are involved in using the CAT. So my project in with my lab course might expand to writing a new variant of the critical thinking assessment tool, as well. I'm holding off on the IRB application until I get a team in place.
Posted 13:39, 28 Aug 2014
Scott, It sounds like you are off to a great start! Congratulations on getting everything in order so quickly. Did you do anything special in building your concept inventory by combining others? Did you just choose the questions from each that you found to be most relevant? I'm interested in using a concept inventory to evaluate our microbiology majors and may end up pulling relevant questions from a number of sources because I haven't found a validated one that fits our needs yet.
Have a good semester!
Posted 13:45, 28 Aug 2014
Hi all, this is in regards to Scott's comments about the webinar. I developed the pre/ post assessment specifically for the study so I was able to have each student provide a unique identifier. For the actual course exams I liked the suggestion from the webinar of immediately scanning or making copies of an exam or assignment prior to grading it for the class. Then, at a later date, I will have have other faculty use my rubric to grade the work so that it is not biased for the study. Though this was such a simple idea, it was something I did not think about ahead of time. Like Scott, I am still trying to think of a good system to code the data points and then to destroy the names. Do you have additional suggestions?
Posted 10:56, 28 Sep 2014
Update on project: My main issue is finding time to work on the project. I've got a team - 2 people from the teaching and learning center and it looks like a professor from Ed Psych is interested and may contribute a grad student. The limiting factor is me! Everyone seems interested. I seem to find an hour or two a week to pull things together and think about the project. My current goal is to get a strong project outline together so I can get feedback and come up with an implementation plan. Everyone involved has had some great ideas that I now need to integrate and focus on something that we can start on in the spring.
I'm also considering applying for an IUSE grant from NSF. Does anyone have any advice on how to write an education grant proposal? What are the basic parts compared to a scientific grant proposal- i.e. is it divided into intro, specific aims, research design and methods? NSF has some great info online but I haven't found a clear outline for an actual proposal.
Posted 09:16, 3 Oct 2014
Hi Sarah - I checked with Leslie Robinson, who writes our grant applications. While she hasn't applied for the IUSE program specifically, she said that all grant applications require that you (i) demonstrate a need and (ii) supply info about aims and your plan to achieve said aims. Each program announcement usually has requirements specific for the proposals being sought. If she uses an outline, she usually bases it on the requirements listed in the announcement. If you would like more information, contact me offline! edited 09:47, 13 Nov 2014
Posted 09:47, 13 Nov 2014
Update/Check In: I've fleshed out what I am going to try to do. All of this is for the Inquiry-based lab course. Question 1: do students exhibit gains in scientific literacy skills using the TOSLS to evaluate and do these gains correlate with gains in use of the scientific method using a variation of the E-EDAT- refining the rubric to fit the assignments in the course. Question 2: what aspects of the course do the students see as critical and does it increase their self-efficacy (I'm just starting to delve into the self-efficacy literature to see if I want to go down this road). I'm planning to use the CURE and focus groups to do this. I plan to get the IRB submission written up by first week of December and start working on the rubric for the E-EDAT. I am working with two people from the Teaching and Learning Center on campus. I'm hoping to get some preliminary data for and IUSE application for Fall 2015. I was not ready for this year's round of submissions.

E-EDAT - Brownell SE, Wenderoth MP, Theobald R, Okoroafor N, Koval M, Freeman S, Walcher-Chevillet CL, Crowe AJ. 2014. How Students Think about Experimental Design: Novel Conceptions Revealed by in-Class Activities. BioScience 64:125–137
TOSLS - Gormally C, Brickman P, Lutz M. 2012. Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments. CBE Life Sci Educ 11:364–377.
Posted 00:35, 17 Nov 2014
Update/check in: Hey everyone, life here is going well. Snow/winter has come early and it is cold, too cold for November in my opinion. My project is going well, I collected a midterm data point on my MSLQ data and at the end of the term I have arranged for the post test of my concept inventory and the final MSLQ data point. The course is going fine, same level of student achievement and retention that I observed last year which convinces me that this is an issue worth exploring. I also connected with researchers in Australia when I attended the iSSoTL conference in Quebec City a couple weeks ago who are investigating a similar question to me and it was good to make that connection and to talk about possible collaboration.

Sarah to your comments/questions, I authored a IUSE grant for last spring (good reviews but not funded) and Viterbo was successful 4 years ago with a CCLI grant (which then became the IUSE program). I am happy to share either of those if you want. I am excited to hear how your project unfolds, it really is a lot more defined now and sounds exciting. Good luck.
Posted 11:09, 18 Nov 2014
Finally got my IRB protocol submitted! Yes I was actually able to get something concrete on paper. Now I've got to get to work implementing the whole thing...
Posted 13:24, 8 Jan 2015
Hey everyone, hope all is well. I just finished watching the iBio movie on FoldIt. I was interested in the video not because of anything with my biology scholars stuff but because I have used the program for the last several years as an assignment in my biochemistry course. I learned about features I was not aware the program did and it was really cool to hear about the success of the crowd sourcing model and the things "lay" scientists have developed.
Posted 14:26, 15 Jan 2015
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