It's more work up-front but how about creating a screencast of the lab and
then students can do it whenever, and you don't have to go through the lab
individually. We replaced an hour-long in-person apa workshop with a
screencast and it's worked well - the students are using it and seem to be
learning. You can even build in a quiz at the end if you want.
Sally
CapU
----- Original Message -----
From: "Marc Carter" <[email protected]>
To: "Teaching in the Psychological Sciences (TIPS)"
<[email protected]>
Sent: Thursday, March 11, 2010 1:08 PM
Subject: [tips] Help!
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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