Tag Archives: research methods

Reflecting on Research Methods (Pre- and Mid-Pandemic)

As I mentioned in this previous post, I am working through feedback from my students. All quantitative data, as well as links to all previous blog posts (since 2011), are available here. ALERT! This post has become ridiculously long. Writing it is helping me think and process this overwhelming year, so I’m just going with it.

For this installment, I focus on PSYC 217 — the course I have taught the most: 24 sections and almost 2000 students since 2008. I regularly teach this course in the Fall term, two sections back-to-back of almost 100 students each. This post will focus on my pre-pandemic Fall 2019 results (business as usual), versus results from my mid-pandemic Fall 2020 online offering.

Both iterations featured a group research project scaffolded by labs led by Teaching Fellows (TFs), that culminated in an individual APA-style manuscript as well as a group poster. This course component is the same across all sections for the last 10 years. Over summer 2020, I worked with two graduate students as well as the other instructors to create Canvas modules to support all PSYC 217 students through each lab, in preparation for the fully online experience in the Fall. During the term, TFs continued to act as support, trying to guide groups through their projects.

In The Before Times, I assigned almost every chapter in the text (and a few short supplementary articles), held classes three times a week for 50 minutes, and measured learning primarily through the project deliverables (as above) plus 3 tests and a final exam. All tests and the exam were two-staged. Here’s the syllabus, which honestly hadn’t really changed much in about 5 years. Neither had my lesson plans, which were dotted with clicker questions, and included many demonstrations and discussions and illustrative examples that had been honed over many years. With the help of Arts ISIT, I set up the system so all lessons were recorded and posted automatically on Canvas (yes, even back in Fall 2019).

Fall 2020 was not business as usual. Early in Summer 2020 I hastily decided that my old lesson plans and course strategies would largely not work in a fully online environment, that also needed to support a fully asynchronous experience for learners joining from all around the world. (In hindsight, I probably could have adapted more than I thought I could, but that needed 9 months of online teaching for me to realize.) See the syllabus for details. Major changes: slashed content by about 3 chapters, shifted to two tests and a final exam (none of which were two-staged), added weekly low-stakes quizzes (from the textbook publisher’s materials), added option to customize some aspects of assessment weighting, and drastically changed how I thought about class time. Mondays became Q&A, where I answered questions from the previous week’s discussion posts, and answered questions live. (Unfortunately I labelled this as “optional” so it wasn’t well-attended/watched despite folks who came finding it really helpful). Wednesdays I held class in a form similar to The Before Times, featuring selected topics from that week’s chapter and bringing people together for discussion and demos as best I could. Fridays were for independent work (e.g., discussion posts, quizzes) and/or Labs. To help students stay on track, I curated everything in Weekly Modules, with an opening page that integrated everything to do and think about that week. As I had been doing for years, I closed each week with an announcement with reminders, though these were more elaborate than usual.

Now that I have oriented to the major changes in the course, on to student feedback! Quantitative data show that students in 2019 and 2020 rated the course remarkably similarly. Response rates were down a bit in 2020, but not to a worrisome degree. Click to enlarge the graph below:

Interestingly, clear expectations did not change, which might be attributable to the doubling or tripling of efforts to keep students on track with reminders and organizers — that extra effort might be necessary to keep commensurate with face-to-face. Slight drops in communicates content effectively and inspires interest might be related to the relative drop in synchronous class time. For perhaps the first time ever, fair evaluations nudged a little higher than inspires interest, which might be related to the customize grade weights. Concern for students has long been an area of strength for me, and I’m not surprised to see this rated highly this year due to the lengths I took to approach all decisions with compassion (though cf. 2018 Section 2?). Overall efficacy is a bit lower (in Section 1 only?) but doesn’t seem meaningfully so.

Qualitative data time! This is always an emotional and difficult undertaking for me, which is why I start with quant to orient me to what I’m looking for. I have 7 pages to work though for 2020, and 6 pages for 2019. I try to roughly code student comments into four quadrants along two continua (thanks to Jan Johnson for teaching me this strategy about a decade ago). The first is valence (positive-negative) and the second is ‘under my control, changeable’ on the one end, and ‘not under my control or not willing to change’ on the other. ‘Not willing to change’ is usually because I have data behind that decision (but I might rethink implementation; see example below) or it’s just not possible given the time-effort that I have to give in the context of my other commitments. It’s also pretty common to read evaluations that directly conflict with each other (I loved this! alongside I hated this!), so I need to look for common themes.

Key points from 2019 qualitative: On the negative side, the modal issue was the quizzes. Quite a few students (~9) mentioned they felt quite pressed for time on the individual portion, and another couple mentioned there was too little time remaining for the group portion to be effective. I need to think more about this. The in-term quizzes are already quite brief, and I’ve tinkered with length before — too few points and students get stressed that each question becomes valued at close to a percent of their final grade. This is the one downside of a 50 minute class and two-stage exams. But this timing thing is becoming too common a complaint for my liking.

Many students mentioned the use of examples in a positive way, particularly appreciating how applied they were. But also a few students mentioned a desire to be given more examples, or more different examples, or using the examples from the textbook in class. I’m not sure how to do this without increasing lecture time (sacrificing demos, activities, engagement).

On the positive side, the clear themes are two of my signature strengths in the classroom (as I have learned because of reading evaluations over the years): bringing enthusiasm every day, and caring about students — both their learning and broadly as fellow humans. The vast majority of comments of any kind included mention of one or both of these qualities. There were various additional notes of what worked well: asking questions and activities to keep people engaged, using real applied examples, recording and uploading lessons (2 people), office hours, explaining reasons why I do things a certain way, structure/sequencing, wellness moments in weekly announcements. My two favourite comments:

She’s very passionate, which makes learning more interesting and easier. I really liked how she included the class a lot and used questions and examples to actually help students learn in class, instead of expecting them to just take notes and learn later, like most teachers. I also really liked to set up of the course with the groups and labs and group tests. Group tests and time to discuss in class about questions with my group really helped me to learn.” [emphasis added]

Dr. Rawn is one of the best professors I have ever had. She made the classes so engaging and interesting, and time and time again showed her genuine concern for her students’ learning and wellbeing. I visited her office hours once and overheard talking to another student about different ways he could improve his wellbeing and performance in a course. I just wish she had longer office hours because I could tell she wants to connect more with her students but has a lack of time to do so.” [emphasis added… to highlight a sentence that fills me with All The Feels. Check out the opening bullet of my previous post.]

Dr. Rawn has perfected the formula for this class.” –> this student gets the decade+ process behind the course as it was. Which is why I’m filled with terror to begin reading 2020 comments… but here we go…

Key points from 2020 qualitative: Wow. That was a lot to process. On the negative side I have a long list of things people mentioned as not working for them (which was starting to alarm me), but not much in the way of clear themes. Upon reflection, I take this as a good sign, in light of the fact that I simply cannot please 200 people all the time with all the decisions I make across a 13+ week timespan (while in a pandemic teaching a large class online for the first time). A few folks mentioned they wanted more “lecture” (i.e., me talking) and less reliance on the text and less participation. However, at least as many people (if not more) appreciated the engagement in active learning and value of student-directed Q&A (plus, you know, All The Research on active learning). A few people noted there were too many small assignments, but again a few people mentioned appreciating the range of activities available to show learning. If I group a few comments together about labs and the paper, there are some folks who didn’t feel sufficiently supported in the lab portion (Fair enough. We all tried our best and knew things weren’t as smooth as in person.). One student mentioned wishing a better guide to help them navigate course content, but many students mentioned the navigation, organization, and structure of the course as a real strength. Interestingly, enthusiasm barely made it on the list at all — apparently that’s something that comes through in my face-to-face teaching but not so much online.

And yet my heart sinks to read there was one time I didn’t respond in a caring way to a student and it clearly upset them deeply and soured their whole experience of the course. Reading a comment like that just breaks my heart. I am human and I make mistakes in the moment and wish I could take back how words came out of my mouth, and what exactly those words were. But I can’t. I tried to fix it then and that clearly did not work. So although I deeply regret that I couldn’t reach that student, I have to force myself to learn and move on, to always live what I know: every single interaction with a student matters. Even when that interaction is happening anonymously online. And I have to recognize that, by far, the biggest theme across 2020 qualitative comments was that I cared.

Many students mentioned that I cared and that made a difference for them. I cared that they learned, and they noted I worked hard for them which made them motivated to work hard too. I responded to emails consistently and in timely ways, and I asked for feedback each week and used it to make real changes students experienced. I also cared about them as human begins who were learning in a pandemic. Many students mentioned my concern for their well-being, compassion and flexibility, Wellness Moments in announcements, and how I chose to highlight self-care and compassion in examples I used to teach the content. I found it interesting that each of these specific choices was mentioned more than once, and this theme of care was a much bigger deal than anything about the course content or technology used or assessments or anything else. We teach people, not topics or courses. My two favourite comments:

Dr. Rawn was highly adaptive, and showed great care and concern for her students. She produced a safe, and engaging learning environment. It was clear that she had her students well–being in mind when she designed this class. Her lectures were effective in producing clarity, and her Ask Dr. Rawn Sessions allowed us to further learn, and develop a sense of community in discussion our ideas with peers.

Dr. Rawn went above and beyond to teach this course. Her lectures and labs were very engaging and fun. Also, she provided useful resources. Even outside the class, she made sure that the students were on track with quizzes, discussion boards, and take home surveys. When I first came to this class, I had little hope with how it was going to be taught, considering we couldn’t conduct experiments in person. But Dr. Rawn gave me so much hope and motivation towards my project. I really appreciate a professor like this who overcame the problem of COVID–19 and social isolation, and to be able to bring us all together and work hard.

Next time on the blog… I reflect on student feedback and my experiences in PSYC 218 Statistics, where I changed relatively little about the course, and had 2 terms of experience teaching online under my belt already.

Student Evaluations of Teaching Feedback: PSYC 217 from Fall 2017

Thank you to all the students who provided their ratings and comments on all my courses last year (and always). I always take care to analyze the data and consider written comments (see this page for mutli-year graphs and averages), and I often write a reflection on my blog while I prepare for the next set of students. Today is that day!

As you can tell from this graph, numerical ratings last year were consistent with  those I have received in recent years, and indicate a generally high level of satisfaction with the course. Notably, students in Section 1 (at 9am) rated the fairness of evaluations as higher than typical–which must be a fluke because I changed them very little from the previous year, and not at all from Section 2.

Reading through the comments was interesting because it also showed a difference between Section 1 and Section 2. For the most part, students in Section 1 wrote about how engaging the classes were and how I showed concern for student well-being throughout the course. A couple of people noted that tests were challenging in both content and timing–but that’s not out of the ordinary. When I moved on to read Section 2, similar positive feedback appeared too, but a much greater proportion of students reported frustrations with the assessments on various dimensions (frequency, wording, difficulty, timing, length, two-stages). The assessments were the same for both Sections. I don’t recall seeing such discrepancy before. A part of me is inclined to chalk this up to randomness, but I also have a nagging sense that it’s time for a thorough review of my exam questions. Although I review the data each year and make small tweaks, I haven’t done a close examination and renovation in this course for a while. I’ve slotted that in my calendar for this fall term!

2014/2015 Student Evaluations Response Part 1: Psyc 217

Thank you to each of my students who took the time to complete a student evaluation of teaching this year. I value hearing from each of you, and every year your feedback helps me to become a better teacher. As I explained here, I’m writing reflections on the qualitative and quantitative feedback I received from each of my courses.

 

Research Methods is the course I have taught more than any other: since 2008 I have taught 1022 students across 14 sections. I am also the course coordinator, which means I help new research methods instructors prepare for their sections including ordering textbooks, I organize the labs including TFs and room bookings, and I facilitate the poster session. And I write the Canadian edition of the text we use (2nd edition forthcoming February 2016). I spend a lot of time thinking about this course!

Over the years I have incorporated many suggestions initiated by students in student evaluations, and have made changes to the course design based on student evaluation feedback. In 2014/2015, I implemented one major change to the course: I converted my three tests and the final exam to a two-stage format. Students write the test first on their own, then break into groups to write it again (see my blog post about this method, with resources). The largest challenge I knew I faced going in was timing, particularly for the tests: Our class periods are just 50 minutes long, and my tests were already notoriously lengthy. It was with this lens that I approached reading my student evaluations for this past year. Do I keep the two-stage tests?

I examined the quantitative data first. As is clear from the graph, there were no major differences relative to previous years. Notably, The fairness of the instructors’ assessments of learning item was rated higher than usual, though that difference was small. No indication of a disaster. Yay!

Psyc217historicUMIs.LastFiveYears

Next, I evaluated the qualitative data. As I sorted into positive and negative columns, two topic themes seemed to be emerging: tests and enthusiasm. As in past years, students appreciated the energy and enthusiasm I bring to the classroom (especially at 9am and especially with this topic). Out of 128 comments, 29 of them (23%) specifically mentioned energy or enthusiasm (with just a couple of those recommending I tone it down a bit).

Coincidentally, the same proportion of comments (29, 23%) mentioned the tests in some way. Six comments endorsed the three (rather than two) test format, indicating it helped them keep on top of studying, although three comments mentioned that tests 2 and 3 were too close together, and another three indicated they would have preferred two tests. Seven comments mentioned enjoying the two-stage format were positive, indicating that it provides opportunities to work together, make friends, and receive immediate feedback. The two negative comments that specifically mentioned the two-stage format did not disagree with it per se, but felt that this format exacerbated a different problem: feeling rushed. Seven comments specifically mentioned feeling rushed during exams. Two others indicated that the fix implemented for test #2 worked well to address the timing issue. Still, it seems that timing during tests was the clearest challenge in my course. Despite my best efforts to shrink the tests, there is a small group of students reporting they remain too long for the required tasks. I’ll consider strategies for preparing students for this pace.

Overall, the two-stage tests seemed to work well for most students, and grades were still within the acceptable range for our department. I enjoyed giving exams much more than I used to, and I was able to relax and hear the conversations students were having as they debated correct answers. Anecdotally, I was able to witness deeper learning and (mostly) positive group dynamics during the second stage (luckily I have other peoples’ data to offer as evidence that it works to promote learning!). Two-stage exams: you’re staying!

Are you wondering about my 2014/2015 courses?

Update: yes, I meant 2015/2016 courses here! Apparently I was really not ready to let go of last year yet when I wrote this!

 

Thanks for your interest in my courses! Here is some information that might be helpful for you.

My past syllabi are available here http://blogs.ubc.ca/catherinerawn/teaching/courses/. I have not yet prepared the fresh ones for fall, but the most recent ones should give you a good sense.

If a course is full, please keep an eye out for a spot to open up later this summer or at the start of the term. Note that Psychology does not have waitlists. For Psyc 217 and 218, note that we *cannot* go above the course enrollment limits because of the way these courses are organized. Please find another section that still has space.

Psyc 101 and 102: If you’re taking one of these with me, I highly recommend you take both with me! J Not only do I want to get to know you better (which is easier over the full year), but you’ll also use the same textbook and other resources both semesters.

Psyc 325: (soon to be called “Social media psychology”). It’s a brand new course for me, and I’m working on a big development! I do not have any past syllabi, but I have posted my ideas so far in a Googledoc, which you are free to check out via the link posted here: http://blogs.ubc.ca/catherinerawn/2015/02/16/using-social-media-to-build-a-class-on-social-media/ Note: nothing is considered final on that website, but you can get an idea of what I’m thinking.

Instead of using ratemyprofessors, check out this website for official student evaluation of teaching datahttp://teacheval.ubc.ca/results/ (see also here for graphs of mine.).

Hope to see you in the fall!

On Using Clickers

I was asked this week to reflect on why I use clickers for use on the Faculty of Arts ISIT website. Here are my responses…

  1. Background information about your course
    • I use clickers in four of my courses: Introductory psychology (Psyc 101 and 102; 260-370 students), Research methods (Psyc 217; 90 students but as few as 30 years ago), Statistics (Psyc 218; 90 students).
  2. How did you use iClickers in your course and what made you decide to do this?
    • I use clickers every class period for numerous purposes. I ask multiple choice questions to test whether students understand a previous concept before moving on to something new, to spark discussion (especially when there is no one definitive right answer), to survey attitudes about the topic or course (like where to put the laptop-free zone), and as a timer for groupwork or peer-to-peer discussions so we all know how long they have been working. Plus the instructor clicker advances my slides and is easy to use.
  3. What has been the result?
    • When I’m using clickers most effectively, it means the students and I are in dialogue throughout the lesson. Students are constantly developing greater insight into whether they understand the concepts—and so am I (see also research on the testing effect, for evidence that testing rather than just reviewing contributes to longer lasting learning). It’s also engaging and motivating: Students want to know what the answer is, and will sometimes even cheer for correct responses. Questions give us a point of discussion that regularly takes us all deeper than just a surface understanding, as students may argue for one or another answer and we have to unpack why. Also, I have data showing that talking in class is related to feeling a sense of community. Clickers help me trigger and steer those conversations to build community.
    • Other benefits: I have become better at asking multiple choice questions, because I get immediate (and vocal!) feedback if an item is worded unclearly. Every student participates (not just the brave) – and if someone chooses E for a question that gives options A-D only, I get to smile and lightly invite that person (whoever it is) to make the choice to learn today.
  4. What are some of the challenges you’ve faced and is there anything about your approach you would improve or change?
    • When I started using clickers, the biggest challenge I faced was responding in the moment to whatever response pattern comes up. Over the years I’ve developed a toolkit of options to use, depending on the response pattern, but sometimes I’m still surprised by what comes up! For example, if it’s 50/50 between two options, I often invite a “turn to your neighbour, discuss, and revote” which usually clears up the problem. Other times I don’t reveal the answers immediately to the class (though I can see them on the receiver), but instead ask the whole class why someone might choose a particular response over another, and then reveal.
    • I’ve toyed with the idea of using a service with text-based responses (e.g., TopHat), rather than the i>clicker with just multiple choice options, but haven’t yet. For now, multiple choice questions meet my needs.
  5. Do you have any advice for instructors hoping to implement this in their courses?