Oops - forgot the URL:
http://teachpsych.pbworks.com/
Michael Britt
[email protected]
www.thepsychfiles.com
Twitter: mbritt
On Mar 11, 2010, at 5:09 PM, Britt, Michael wrote:
Here's one suggestion: you could send them to the teachpsych wiki
that Sue Frantz maintains. There's a section on Statistics which
includes videos showing how to set up an anova in SPSS.
Michael Britt
[email protected]
www.thepsychfiles.com
Twitter: mbritt
On Mar 11, 2010, at 4:17 PM, Jim Clark wrote:
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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