Hi, All --
I need some advice. I teach a methods class with a lab. About a third of the
course content and grade-weight comes from exercises that we actually do in the
lab. If a student isn't there, then the only thing I know to do is to walk
through the lab exercises with him or her individually.
I'm seeing an increasing number of students who are missing labs. And I don't
know what to do. I can't be doing 3-hour labs with individual students (I very
literally do not have that time), but the material in there is critical.
As an example, today we learned how to do one-way ANOVA and post-hoc tests with
SPSS, how to interpret the output and understand the result, how to keep
digging and graphing as the results get more clear, and how to write up the
result with figures and tables in APA format. I walked them through one
example experiment, coached them through another, and had them work in pairs
(with slight hints from me) on a third. They then turned in the three results
sections.
It really is the sort of thing that one needs to be there for. I don't expect
that the students will all be able to do this, but the experience of having
done and seen these things is something that I will build on as we keep going.
Instead I have students staying home to pack for Spring Break (I love
Facebook), students who choose to work on other things all night and then
choose to sleep instead of coming to lab, and like that.
Do any of you confront this situation? If you do, how do you deal with it?
I'd appreciate any advice. I'm pretty much a hard-ass about this, but when
you're doing things that are foundational for a lot of other things (they're
going on to two-way, repeated-measures, and complex ANOVAs), it really does
matter in more than just an evaluative sense because this is a bad grade that
will keep on giving for about five weeks.
You can be sure that I tell students repeatedly that missing a lab is unlike
missing a lecture (that they have to be in lab to do the lab exercises). It
just doesn't seem to matter, and I'm a little freaked out.
Any tips?
Thanks,
m
--
Marc Carter, PhD
Associate Professor and Chair
Department of Psychology
College of Arts & Sciences
Baker University
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