This is very helpful, Miguel. Thank you so much! On Tue, Aug 30, 2011 at 11:26 AM, <[email protected]> wrote:
> > > > > > Hi, Michele. I don't think this is what you are looking for, but perhaps > you will find it useful nonetheless. > > > > Miguel > > > > _____________________________________________________________________ > Miguel Roig, Ph.D. > Professor of Psychology > St. John's University > 300 Howard Avenue > Staten Island, New York 10301 > Voice: (718) 390-4513 > Fax: (718) 390-4347 > E-mail: [email protected] > http://facpub.stjohns.edu/~roigm > > On plagiarism and ethical writing: > http://ori.dhhs.gov/education/products/plagiarism/ > > _____________________________________________________________________ > > > ------------------------------ > *From: *"Michelle Everson" <[email protected]> > *To: *"Teaching in the Psychological Sciences (TIPS)" < > [email protected]> > *Sent: *Sunday, August 28, 2011 12:15:42 PM > *Subject: *[tips] Looking for some ideas for discussion assignments in a > course on experimental design > > > > > > Hi Everyone, > > Please excuse the cross-posting. > > I teach an intermediate statistics course where the focus is on > experimental design. We spend about half of the semester discussing > different types of designs (with a focus on how ANOVA can be used to analyze > data from these designs), and then we move into multiple regression and end > with analysis of covariance (ANCOVA). > > I teach the course both online and in the classroom. This fall, I'm > teaching the course online. I incorporate discussion in my online courses > by breaking students into small groups (about four to six per group) and > then asking the groups to work through a series of small-group discussion > assignments (I generally have about 8 or 9 of these assignments in a > semester, and discussion takes place asynchronously, across the span of a > week). > > In the past, with this course, some of the group discussion assignments > have involved analyzing data and then talking about the results of analyses, > but, for a variety of reasons, I'm trying to move away from that this fall. > I am instead thinking that students can get practice analyzing data (and > interpreting output) by means of working on homework assignments or working > through other practice assignments I post. I would like the discussions to > get at bigger conceptual issues, and I was thinking one thing I might do is > have students read an article for each discussion assignment (interesting > articles that bring up good methodological questions or that provide nice > examples of some of the designs and techniques students are learning about) > and critique the articles, or reflect on specific questions related to the > articles. I am hoping this will give them a better understanding of the > concepts and how they apply to real studies, and I also hope that > discussions like this will be open-ended enough that a variety of different > thoughts and ideas can be expressed (rather than everyone stumbling upon the > same answers right away and then feeling like they have nothing to actually > discuss). > > My question for you is whether any of you have incorporated similar types > of assignments into one of your courses. I'd love to see some example > assignments, or get some leads on good articles I might share with my > students that will lead to some interesting discussions (or that raise good > questions). Any help at this point would be greatly appreciated! > > Thank you for any advice or ideas you might be able to share. > > Michelle > > -- > Michelle Everson, Ph.D. > Quantitative Methods in Education > Department of Educational Psychology > University of Minnesota > [email protected] > 612-624-0691 > http://www.tc.umn.edu/~delma001/CATALST/ > > > --- > > You are currently subscribed to tips as: [email protected]. > > To unsubscribe click here: > http://fsulist.frostburg.edu/u?id=13482.917fac06d4daae681dabfe964ca8c74e&n=T&l=tips&o=12271 > > (It may be necessary to cut and paste the above URL if the line is broken) > > or send a blank email to > leave-12271-13482.917fac06d4daae681dabfe964ca8c...@fsulist.frostburg.edu > > > > --- > > You are currently subscribed to tips as: [email protected]. > > To unsubscribe click here: > http://fsulist.frostburg.edu/u?id=13217.9dc6864f20548aa7f9d8500bc28dafef&n=T&l=tips&o=12317 > > (It may be necessary to cut and paste the above URL if the line is broken) > > or send a blank email to > leave-12317-13217.9dc6864f20548aa7f9d8500bc28da...@fsulist.frostburg.edu > > > > -- Michelle Everson, Ph.D. Quantitative Methods in Education Department of Educational Psychology University of Minnesota [email protected] 612-624-0691 http://www.tc.umn.edu/~delma001/CATALST/ --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=12462 or send a blank email to leave-12462-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
