Syllabus NATS 4390 Research Methods

Transcription

1 Syllabus NATS 4390 Research Methods PROFESSOR CONTACT INFORMATION Dr. Homer Montgomery Office Cell Office Location FN 3.308H (particularly responsive to text) Office Hours W: 1-5 / Other times by appointment Other Information Please get in touch whenever you have questions MASTER TEACHER Amin Lalani TAs Georgia Stuart Dennis Teubner Math axl120130@utdallas.edu Math and Statistics georgia.stuart@utdallas.edu Biology dennis.teubner@utdallas.edu COURSE INFORMATION Pre-requisites, Co-requisites Step 1, Step 2, Knowing and Learning About This Course Most scientists agree that learning about science has two aspects: learning material that has already been established (for example, the structure of DNA, how to find forces on blocks being pushed up a ramp, the definition of an acid) and learning how scientists gained this knowledge (for example, how new discoveries gain authority and are adopted by the scientific community, how to evaluate scientific claims when they conflict, how to design and carry out investigations to answer new questions). Most high school and college science courses are mainly devoted to presenting the first type of knowledge. Education in the second aspect of science has traditionally been left mainly to graduate school. UTeach believes it should become part of high school and college curricula as well because this second aspect of science is the most important in the long run for most citizens to know. Research Methods simultaneously provides students specific techniques needed to address scientific questions and an example of how to provide this sort of training for students through individualized instruction. 1

2 Instructional Emphasis Research Methods is primarily a laboratory course, and most of the topics covered are developed in connection with four independent inquiries that UTeach students design and carry out. Students design experiments to answer scientific questions and to reduce systematic and random errors. They incorporate statistics to interpret experimental results and deal with sampling errors, and do mathematical modeling of scientific phenomena. They present their scientific work orally. Thus, the course content is organized into five units that correspond to the development of their inquiries and a presentation on a scientific topic of choice: Curiosity and Scientific Inquiry Experimental Design and Analysis Statistics Modeling Presenting Scientific Information Research Methods is also a substantial writing component class, and the written inquiries students produce are evaluated as examples of scientific writing. Assessment The majority of a student's grade is based on four independent inquiries that are designed and carried out by the student. The final inquiry must be related to the student s major. Research Methods is a substantial writing component course. Therefore, inquiries are evaluated both on content and the quality of written expression. There are no formal examinations. Detailed information on homework and inquiry assignments, including assessment rubrics can be found in the resource tables below. Course Description Research Methods is a one-semester three-hour course in the required UTeach sequence. It is one of several content courses specially designed to meet the needs of future teachers (others include Perspectives on Science and Mathematics and Functions and Modeling). It also fulfills multiple degree requirements. At UTD, the course fulfils both a science and a university substantial writing component requirement. Sections are limited to no more than 25 students. Goals of the course To provide UTeach students with the tools that scientists use to solve scientific problems To give students the opportunity to use these tools in a laboratory setting To make students aware of how scientists communicate with each other through peer-reviewed scientific literature To enable students to understand how scientists develop new knowledge and insights, the most important of which are eventually presented in textbooks and taught in conventional science classes. Students design and carry out four independent inquiries, which they write up and present in the manner that is common in the scientific community. Because the inquiries incorporate math and the various science disciplines, it is essential to build a team of instructors who have expertise in different disciplines and are available to supervise students as they work on their inquiries in the lab. Teaching Assistants and Master Teachers are members of the instructional team. The combination of Research Methods and Perspectives on Mathematics and Science provides prospective science and mathematics teachers with an in-depth understanding of how the scientific enterprise works. Students imbed their understanding of the nature of science and mathematics into their Project-Based Instruction curriculum unit. Core Components The course is taught by an instructional team with a broad mix of scientific expertise The course is primarily a laboratory course where students develop and practice skills that are fundamental to the scientific enterprise. The Course is organized around four independent inquiries that UTeach students design and carry out. 2

3 The course requires a substantial amount of writing. The written inquiries that students produce are evaluated as examples of scientific writing. The course emphasizes the development of skills that are directly applicable in teaching secondary science and mathematics (e.g. use of equipment, preparation of lab materials, safety issues, use of technology). Course Objectives and Evidence of Student Learning and Engagement Students will Create their own experiments to answer scientific questions. Design experiments to reduce systematic and random errors and use statistics to interpret the results. Use probes and computers to gather and analyze data. Use statistics to interpret experimental results and deal with sampling errors. Treat human subjects in an ethical fashion. Apply safe laboratory procedures. Find and read articles in the scientific literature. Evidence Four papers on four separate independent inquiries (referred to as I1, I2, etc.), designed and carried out by the student: (1) brief first inquiry, (2) laboratory inquiry using high school equipment, (3) survey involving human subjects, and (4) extended laboratory inquiry Papers on inquiries Proposals for inquiries Instructor observations during I2 or I4 or both Homework assignments Class performance Write-ups for I2, 3, and 4 Certificate demonstrating completion of human subjects training Satisfactory completion of I3, which involves human subjects Instructor observations during I2 and I4 Homework assignments Apply scientific arguments in matters of social importance. Write scientific papers. Review scientific papers. Give oral presentation of scientific work. Student presentations of open questions Four written inquiries, with I2 and I4 involving at least two drafts Student evaluations of each other, in pairs In-class oral reports on I3 and I4 Course Requirements and Expectations Some course topics will be covered only in class, and you must be present to receive credit. Your inquiry draft and final write-ups will be graded according to the Inquiry rubric. All draft write-ups receive extensive notation both from your professor and from your TAs. Final write-ups tend to have rather fewer comments. A draft write-up that attracts attention based on a TurnItIn score will be returned with a grade of zero with the opportunity to rewrite and earn full credit for the draft. The returned draft will contain the usual edits. Any subsequent TurnItIn draft will earn an automatic zero with no opportunity to resubmit. Any final write-up (I1 through I4) with an excessive TurnItIn score will be summarily returned with a zero and no opportunity to resubmit. Effective techniques to avoid TurnItIn complications are discussed in class. TurnItIn scores that attract instructor attention are typically encountered once or twice a semester. The determination of an excessive score resulting in a zero for that assignment is the result of a unanimous vote by the instructional staff. Rewrite policy: Final drafts of I1, 2, and 3 that have been turned in on time can be rewritten for additional credit. Contact your lecture instructor for details of the policy. Such requests must be timely (occur before the next Inquiry is due). I3 involves human subjects. All projects are exhaustively discussed and planned. They are first approved in class, and then by the Institutional Review Board at UTD. At least 100 subjects are required for quantitative studies. Surveys may be conducted on line. Statistical analysis is an important component. This Inquiry has many moving parts, and requires a great deal of time. 3

4 I4 must be closely related to your major. For example, if you are registered in biology, your final inquiry must be a biology inquiry. IS majors may consult with faculty about science and/or math education-type projects. It is not uncommon to involve other faculty across campus in I4s. Research Methods is a Substantial Writing Component course. Therefore, your inquiries will be evaluated both on content and quality of written expression. There are no formal examinations. It is typical for I2s to require fewer than ten pages while I4s frequently run to 25 tightly edited pages. Grading Policies (out of 100 total possible points) Activities Points 21 st Century Skills. These points are awarded at the discretion of the instructional team. (Awarded at the 10 discretion of the instructional team. The team keeps notes all semester. You are expected to consistently attend class, be punctual, be prepared, participate in discussions and group work, submit assignments on time, and to generally exhibit the qualities of a student whom you would prefer to teach.) Discussion Board- Discussions are always due the Tuesday after they are assigned at 11:59 pm. Late 5 discussions are NOT accepted. Homework Assignments 15 I1 Final 5 I2 Proposal 2 I2 Draft. The draft may not be accepted if the proposal was not turned in on time. 3 I2 Final Write-up. The formal write-up may not be accepted if the first draft was not turned in on time, 10 the presentation was delivered, and the student participated in partner grading. I3 Proposal 2 I3 Draft 3 I3 Oral Presentation (PechaKucha format*) 3 I3 Final Write-up 10 I4 Proposal 2 Subject Matter Knowledge 5 I4 Draft. The draft may not be accepted if the proposal was not turned in on time. 5 I4 Oral Presentation (PechaKucha format*) 5 I4 Final Write-up. The formal write-up may not be accepted if the first draft was not turned in on time, 15 the presentation was delivered, and the student participated in partner grading. TOTAL 100 *PECHAKUCHA PRESENTATIONS Presentations for I# and I4 will be in a modified PechaKucha format ( with no slides containing bulleted lists, tables, databases, etc. You may use whatever program you prefer (PowerPoint, Keynote, etc.) to set timing. I3: ten slides at ten seconds each I4: fifteen slides at ten or 15 seconds each We find that many more excellent questions are asked following these presentations that was true for the standard PowerPoint version. UTeach Dallas Research Methods Fall 2013 Calendar 4

5 Monday Tuesday Wednesday Thursday Friday 8/26 8/27 8/28 8/29 8/30 Introduction to class HW 1: Seilman Inquiry completed in class Carry out balloon lab experiment, and record results. In two weeks: Read Feynman and Be Curious. Yes, you are being asked to zip through an entire paperback in two weeks a short and entertaining story! We have loaner copies. Respond to Discussion board 1. Discussion: HW 1: Seilman Inquiry 9/2 9/3 9/4 9/5 9/6 HW 2: NIH Training Certificate Lab Safety Inquiry I: Walkthrough Statistics: Why Statistics? Inquiry II: Introduction For next class: Brainstorm Inquiry 2 Discussion: Post your top Inquiry 2 idea and offer constructive criticism to at least two other people. HW 3: Statistics I 9/9 9/10 9/11 9/12 9/13 Inquiry I Final Guest Speaker: Research in Mathematics Discuss Feynman Statistics: A PDF isn t just a file type. For next class: A rough draft of your Inquiry II experiment procedure is due. Discussion: Post your Inquiry II experiment procedure and offer constructive criticism to at least two others. Inquiry II Proposal 9/16 9/17 9/18 9/19 9/20 HW 4: Statistics II Experimental Design Statistics: Tests I Inquiry II: Share experiment procedure For next class: Complete your Inquiry II experiment! Discussion: Write a brief outline of how your 5

6 experiment went. 9/23 9/24 9/25 9/26 9/27 HW 5: Statistics III Statistics: Tests II Considerations in social science research Inquiry III: Introduction For next class: Brainstorm Inquiry III Discussion: Post your Inquiry III ideas and offer constructive criticism to at least two others. Inquiry II Draft 9/30 10/1 10/2 10/3 10/4 HW 6: Statistics IV An introduction to peer-reviewed literature Statistics: Tests III Survey design principles For next class: Prepare your Inquiry III survey or design Discussion: Post your Inquiry III survey or design and offer constructive criticism to at least one other. Inquiry III Proposal 10/7 10/8 10/9 10/10 10/11 HW 7: Literature Review IRB Preparation Modeling: Introduction Inquiry IV: Subject area research information For next class: Finish and submit IRB if incomplete. Brainstorm Inquiry IV. Discussion: Post your Inquiry IV ideas and offer constructive criticism to at least two others. Inquiry II Final 10/14 10/15 10/16 10/17 10/18 HW 8: Research in my content area Modeling: Regression and Error Inquiry IV ideas discussion For next class: Gather Inquiry III data. Discussion: No discussion. Inquiry IV Proposal 10/21 10/22 10/23 10/24 10/25 HW 9: Modeling Portfolio: Subject Matter Knowledge Guest Speaker: Research in the natural sciences Applying statistics or modeling to Inquiry III data. For next class: Analyze Inquiry III data and be 6

7 prepared to share results. Discussion: Reflect on your Inquiry III data collection. 10/28 10/29 10/30 10/31 11/1 HW 10: Statistics V Scholarly peer review Presenting research For next class: Design Inquiry IV experiment. In addition to posting on elearning, bring a hard copy of your Inquiry III draft. Discussion: Inquiry III Draft 11/4 11/5 11/6 11/7 11/8 Inquiry III: Peer review IN CLASS Inquiry IV: Experimental design discussion with content experts For next class: Prepare Inquiry III presentations. Discussion: Reflect on the peer review session. 11/11 11/12 11/13 11/14 11/15 I3: Presentations IN CLASS (PechaKucha format) For next class: Collect your I4 Data and bring a copy to class. Discussion: Reflect on the presentations. Inquiry III Final 11/18 11/19 11/20 11/21 11/22 Incorporating research into the classroom. Inquiry IV: Data handling For next class: Analysis of Inquiry IV data. Discussion: Post an idea on how you would incorporate research into your classroom. Comment on at least one other. 11/25 No Class This Week 12/2 12/3 12/4 12/5 12/6 Inquiry IV: Peer Review IN CLASS Reflections on Research Methods For next class: Prepare Inquiry IV presentations Inquiry IV Draft 7

8 Discussion: None 12/9 12/10 12/11 12/12 12/13 I4: Presentations IN CLASS (PechaKucha format) Discussion: None Inquiry IV Draft 12/16 12/3 12/4 12/5 12/6 I4: Final LAST DAY TO SUBMIT ANY MISSING ASSIGNMENTS Note that penalties may apply. UT DALLAS PRACTICING TEACHER COMPLIANCE POLICIES As a student in this course, you are expected to comply with Texas Administrative Code (TAC), Title 19, Part 7, Chapter 247, Rule Code of Ethics and Standard Practices for Texas Educators and the UT Dallas Fitness to Teach Policy. _tac=&ti=19&pt=7&ch=247&rl=2 MAKE-UP ASSIGNMENTS None without prior approval of instructor EXTRA CREDIT None LATE WORK Accepted only with appropriate written excuse SPECIAL ASSIGNMENTS None CLASSROOM CITIZENSHIP Respect should be shown at all times. STUDENT CONDUCT AND DISCIPLINE The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations that govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z. Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university's Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/ ). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents' Rules, university regulations, and 8

9 administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. ACADEMIC INTEGRITY The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission as one's own work or material that is not one's own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion, and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the Web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university's policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. USE The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, raises some issues concerning security and the identity of each individual in an exchange. The university encourages all official student correspondence be sent only to a student's U.T. Dallas address, and that faculty and staff consider from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. UTD furnishes each student with a free account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. WITHDRAWAL FROM CLASS The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of F in a course if you choose not to attend the class once you are enrolled. STUDENT GRIEVANCE PROCEDURES Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university's Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent ). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy to the respondent's School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean's decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the dean will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic-appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. 9

10 INCOMPLETE GRADES As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester's end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. DISABILITY SERVICES The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box Richardson, Texas (972) (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolling students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student's responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. RELIGIOUS HOLY DAYS The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC (b), and the student and instructor will abide by the decision of the chief executive officer or designee. Off-campus instruction and course activities that are off-campus, out-of-state, or foreign are all subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at Additional information is available from the office of the school dean. These descriptions and timelines are subject to change at the discretion of the professor. 10