This thread has been interesting. Can I ask a question
about just
how you think the goals of the course should be met? I
have long
taught this course with a lab, and I emphasize actual data
collection experiences and APA reports. I begin the term
with
experiments and observational studies that I select to
illustrate
lecture topics on methodology, ethics, control,
interactions,
etc. However, after midterm students must present a
proposal for
a team project (usually two per team), and then they have
four
weeks to actually carry out the project. They present an
oral
report with a poster, they get formal feedback from the
class
and from me on the poster, and then two weeks later, at
term's
end, they must submit a full APA report of their project.
This
project counts for slightly more that half of their lab
grade.
Sometimes the studies are a bit silly despite my efforts to
encourage tests of theories. Sometimes the results
are
inconclusive because of small sample sizes or
methodological
flaws that they discover in the process of doing the
project.
I don't fault them too much for such flaws if they address
them
in their discussion sections. I see all of this as
valuable,
whether the projects are of high quality or low. During
the
four weeks in which they are conducting their studies I
normally
hold fairly short labs where they do some exercises to
illustrate
counterbalancing, subject matching, and similar topics, but
they
do not have to write any reports. I spend time helping
some of
the teams set up for their studies when special equipment
or
computer programs are needed.
I have recently had my notions of the importance of data
collection experiences challenged, especially when it comes
to
the project. It has been suggested that students at this
level
have negative reactions to the difficulties involved in
achieving
"good" or meaningful results and that such reactions
could
discourage them from pursuing more meaningful research
opportunities
later on. I am under no pressure from my department or
our
administration to change the way I do things. This
challenge comes
from conversations with another person whose philosophy
differs
from mine. It has got me thinking, though. I have
not seen any
evidence of discouragement on the part of students. And I
wonder
what the lack of experience on a personal project might
do to
their desire to pursue later research. And when I think
about all
of the things that must be dealt with in actual data
collection,
I can't help but think that it is important to experience
those
things early on. But I suppose I could be wrong.
As a result, I am wondering what you TIPS folks think about
the possibility of requiring only a proposal without the
actual
data collection aspects of a project. How do you do
these
things at your schools, and what are your conclusions?
Thanks
for any advice you can give me.
Tim
--
****************************************************************
Tim Gaines
[EMAIL PROTECTED]
Professor of Psychology
phone: 864-833-8349
Presbyterian College
fax: 864-833-8481
Clinton, SC 29325
****************************************************************
---****************************************************************
Tim Gaines
Professor of Psychology
Presbyterian College
Clinton, SC 29325
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