1 / 5

My Research Project

My Research Project. Jeff LaMack Milwaukee School of Engineering 2010-2011 Biology Scholars. Context. I teach undergrad courses in Intro Cell Biology (mostly nursing & biomedical engineering freshmen) and Physiology (BME juniors ), approx. 20-30 students/class

josiah-evans
Download Presentation

My Research Project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. My Research Project Jeff LaMack Milwaukee School of Engineering 2010-2011 Biology Scholars

  2. Context • I teach undergrad courses in Intro Cell Biology (mostly nursing & biomedical engineering freshmen) and Physiology (BME juniors), approx. 20-30 students/class • Certain students seem to expect and respond to higher levels of “handholding” – want to be told very specifically what they will be tested on • Major • Maturity • I generally provide learningobjectives for each unit (in addition to course objectives on syllabus) • Students use and view them differently • Rules for writing instructional objectives (RF Mager, 1960’s) dictate that they be very specific

  3. Research Question • Does learningobjective density (specificity and number) affect learning, and is the effectstudent/demographic dependent? • Can dependence on dense learning objectives be reduced during a course? • Might be interesting in those teaching intro courses to freshmen to help get them out of the “regurgitation” mindset • Might reveal what students do with and how they use learning objectives What is? What’s possible? Why It’s Interesting

  4. Research Design/Methods • Survey students pre- and post-course to determine how they view and use learningobjectives • Vary density of learningobjectives provided by unit, conduct exams with Bloom level matched for all units • Compare density vs performance, look for dependence on major and maturity level, look for changes from beginning to end of course, see if performance correlates with how the students say they use the objectives • Follow up with questions 6 months later (in subset of students) to see if retention of knowledge depends on whether high density or low density learningobjectives were provided for the topic

  5. Examples of Low Density & High Density LearningObjectives • Low Density • Describe the structure and function of the organelles of a eukaryotic cell • High Density • Identify the contents of the nucleus and what processes take place in the nucleus • Explain the structures of the rough ER and smooth ER and the functions of each • Describe the purpose of lysosomes in a cell • …

More Related