Penelope LymanLeveraging a Manual Accounting Cycle Project in

Principles of Accounting Courses

Joe Salamon Effects of Post-Lecture Metacognitive Notes in a Flipped Modern

Physics Course

Kateri SalkImpact of technological interventions on student conceptions about

global elemental cycles

Mahesh Agarwal, Yulia Hristova, Yunus Zeytuncu

Impact of number of attempts on a question on student learning. More attempts, good or bad for students?

3

AGENDA: BREAKOUT ROOM #3

Leveraging a Manual Accounting Cycle Project in Principles of Accounting Courses

Penelope M. LymanAssistant Professor

University of North GeorgiaAccounting and Law

Description of the Study

• Determine whether the completion of a written comprehensive accounting cycle problem will help students understand the accounting cycle better, ultimately leading to a better grade in Accounting Principles I courses.– Offered as extra credit with much of the work done in class– Anonymous score comparisons based on

• Students’ scores on accounting cycle problem (0-10)• Students’ scores on the exam covered by the problem• Students’ scores on the final exam• Students grades in the course

Questions from the Audience

Description of Methods

• Population and sample from all students enrolled in author’s Accounting Principles I classes at UNG Fall 2013-Fall 2014

• Identify course by course registration number and students by sequential numbering (to maintain anonymity).

• Scoring on comprehensive problem:– Incomplete submission: .01 points– No submission: 0 points– Submission with score: 1-10 points

• Additional scores:– Exam covered by comprehensive problem: 1-65 points– Final exam: 1-150 points– Final grade: A = 4 points; B = 3 points; C = 2 points; D = 1 point; F = 0

Questions from the Audience

Effects of Post-Lecture Metacognitive Notes in a Flipped

Modern Physics Course

Joe Salamon

University of California, San Diego – Physics Department

Flipping Summer Session Physics 2D

Questions from the Audience

• Instructor for a Modern Physics course with about 60 students• Last lower-division Physics course for chemists and engineers• Summative assessments are done in blue books (as opposed to scantrons for 2ABC)

The class was flipped as follows:• Pre-lecture: Reading Assignment → Reading Quiz• In-lecture: Quick lecture → Worksheets + Clicker Questions → Wrap-Up• Post-lecture: Metacognition Notes → Optional Homework

Typical Course Week — 4.5 hours of lecture per week, 5 weeks total

Question: Does self-reflection correlate with students’ assessment performance?

• Data Available: In-lecture groups, quiz question breakdowns, online reading quiz attempts, metacognition entries, pre/post-course attitudes surveys (C-LASS)

• Problem: ranking metacognition notes based on quality is difficult• Current Workaround: considering proxies like word count

– Word Count Data (averaged over each group to reduce noise):

Questions from the Audience

Quiz Score vs. Metacognition Word Count

Gro

up-A

vera

ged

Wee

kly

Qui

z Sc

ore

Group-Averaged Weekly Metacognition Word Count

Any suggestions for alternative proxies would be strongly appreciated!

350 400 450 500 550 600 6500

5

10

15

20

25

30

35

BRS

AOWY

HMMS

HLM

CDW

ACEP

BFIRRZ

CCHM

AELPP

Group Labels

Examining student conceptions of the nitrogen cycle

Kateri Salk

Department of Integrative BiologyMichigan State University

Description of Intervention

Objectives1. Assess misconceptions and gaps in knowledge of undergraduate

biology students about the N cycle2. Determine whether a technological intervention can bridge gaps in

knowledge and help students to apply conceptual knowledge surrounding the N cycle

2 groups of students: – Introductory biology “pre”– 300-level ecology “post”– What are differences among these two groups? – Are there existing misconceptions remaining in advanced students?

Questions from the Audience

Description of Methods

• Survey + interviews

• Eye tracking how do students visually interpret the N cycle?

• Possible development of a technological intervention to address misconceptions still held by students after completing intro. bio.

• Example Questions – Create a diagram of the N cycle.– Usually farmers leave or plant a natural area between their fields and streams.

Why might farmers do this in areas of heavy agriculture? – How are the following processes connected? What could be done to alter this

relationship?• Fertilizer application on farm fields in the Mississippi River Watershed• Growth of algae in the Gulf of Mexico

Questions from the Audience

Online Homework – More Attempts Good or Bad for Students?

M. Agarwal, Y. Hristova and Y. Zeytuncu

University of Michigan – DearbornDepartment of Mathematics and Statistics

Description of Intervention and Timeline

• We will study the impact of the number of attempts given on aWeBWorK question on comprehension and retention of ideas & methods. Note: WeBWorK is a platform for online Math homework.

• Compare the performance of students when infinite v/s finite number of attempts (e.g. 6) are given.

• Winter 2015 semester.

• Part I (UM-Dearborn) – Two Calculus II classes of 30 students each led by the same instructor. Only difference between classes is # attempts on online homework.

• Part II (UM-Ann Arbor) -- Three Pre-Calculus sections, 100 students in total. All will be given infinite # of attempts.

Questions from the Audience

Description of Methods

• Part I (UM - Dearborn) * After each online assignment, students will be given a quiz with problems similar to those from WeBWorK. We will compare the results of the two sections on these quizzes.

* Performance on midterm and final exams of the two sections will be analyzed as well.

* Questionnaire to examine change of study habits & routines. * Analyze data from students’ WeBWorK logs.

• Part II (UM - Ann Arbor) * Compare WeBWorK data from Winter’15 semester ( # attempts) to data for the last 3-4 years (6 attempts).

Questions from the Audience

YOUR QUESTIONS(please type here on whiteboard)

TAR PROJECTS3

Penelope LymanLeveraging a Manual Accounting Cycle Project in Principles of Accounting Courses

Joe Salamon Effects of Post-Lecture Metacognitive Notes in a Flipped Modern Physics Course

Kateri SalkImpact of technological interventions on student conceptions about global elemental cycles

Mahesh Agarwal, Yulia Hristova, Yunus ZeytuncuImpact of number of attempts on a question on student learning. More attempts, good or bad for students?