Category: update

The course has shifted gears and is moving along this semester. Week 11 saw our first rounds of progress reports. This is something new I’m doing this semester, but has been incredibly helpful given the fact that we are all remote at this point. For the progress report, students submit answers to questions (see course materials) based on where they are with data collection, are they having any troubles, where they are with the next major assignment due, and if they have a question for me. They then sign up for a 15 minute meeting with me to discuss their progress. I planned to do these this semester to ensure students working from home were keeping up with their projects. They have been very beneficial. I get one-on-one time with each students (since there are no groups), I hear how things are going, and its time for us to discuss their projects and troubleshoot any problems. So, instead of all of us meeting for the full time during our longer Monday class period, I break that up into 15 minute individual meetings, providing the students with more time to work on their projects. We will be doing these every Monday until the end of the semester. On Monday I was going to go over data analysis and visualization in R, but there was some confusion whether there was class because it was our first progress reports, so I pushed that to week 12. On Wed. of Week 11 we had our last round of students presenting an article from the primary literature.

Week 12 started off with a lecture and virtual workshop on data analysis and visualization in R. I always struggle with the best way to approach this for our students. I started with a powerpoint and some code, that worked okay. Then we all went into R and worked through the examples together with some sample datasets. We didn’t finish, so we planned to continue. After an hour of working in R, we shifted to our progress report meetings. Again, these are really helping me understand where the students are. At this point, most students have collected all their videos. Some were finishing up collecting a few more, luckily we had some warm weather to assist us. Through these progress reports I have really started to see some disparity among the students in where they are with their projects. So I think it is good to meet individually, so I can help move them along and provide goals for our next progress report. The individual work has been a downside to our remote learning this semester. The benefits of students working in groups on these projects has become more evident in these individual meetings. Instead of students trading off responsibilities (some digitize, some analyze) each student is responsible for all of it. They also don’t have anyone to help troubleshoot. On Wed. students had their Annotated Bibliographies due. This was a new assignment I added after talking to some others at SICB a few years ago, and is an assignment I will keep in. During the first iteration, students only found a paper or two, having the annotated bibliography ensured they were looking into the literature more. I will post a rubric for this on the course material page. Wed. class time was devoted to how to write a scientific paper as they had paper drafts due the coming week. As I’ve mentioned, this semester I’m trying to provide more lectures focused on research skills, since we are virtual and limited.

Week 13 saw a similar format to Week 12. At this point in the course, I was trying to get students to finish data collection (digitize video and analyze them in R) so we could all work on analyses in R together. We spent more time on Monday going through analyses in R, then we had our individual progress reports. These seemed more beneficial at this point than actual class material. Wed. saw more working through R. I realized some of the example data I used wasn’t the best. I have also realized it works better with specific examples from the class, so I used one of the student’s data as an example. However, the best thing has been meeting independently. It is a lot though, as I am managing 9 projects this semester instead of 4. I’m not sure the best way to approach analyses in R in future iterations. I think when they are in groups it helps as one student might get it more and move the group along. But, it has been a lot of repeating myself over and over. We also had our paper draft due that Wed., with the intent that I would get them comments back before the Thanksgiving break so they could work on them. I did not have this assignment the first time around and some suggested adding it. I think it was helpful to produce a better final paper, but the disparity in the class really came through on this assignment. Some had complete first drafts, several pages long; others had very, very rough outlines barely a page long. The final paper is 10-15 pages (scaled down from the normal 15-20 to accommodate the lack of group work). It was a bit frustrating to see this disparity. I was trying to get them to start on their final papers early and not wait to the last minute, but it didn’t work for some. I’m not sure how to correct that and maybe some students will always wait until the last minute.

Week 14 was short, we only had class on Monday so I devoted all the time to individual meetings as I had realized they would be better for analyses. Nothing major was due as there was no class on Wed. I also took the time to talk about their paper drafts, which I uploaded to shared OneDrive folders with comments. After Thanksgiving students have to upload their data, as data integrity has become an important topic in research these days.

Semester is almost over. It has been interesting. New stresses for the students and I. But, I’m still impressed with what they are accomplishing at home in a pandemic. The disparity among students is bit concerning and something I think the pandemic is making worse. I know that if we were in class, some of the ones that are struggling more could get more attention and help reduce that disparity. Some are ahead, some are where I think they should be based on the timeline I showed to them earlier, some are behind.

A long overdue update, but things are steadily moving along.

Well, we made it to half way through. One of the biggest differences I have seen this semester as most students are remote is that my stress levels at this point about student success with projects is still pretty high. During the first iteration, at this point when we had animals collected, sample videos taken, and I can see projects were “working” as we were in person, this is not true during remote learning. The disparity among students with where they are with their projects is much higher. Some students are moving along at home, collecting data; others are having more trouble. This again, stems from the fact that I am not there with them to troubleshoot filming setups and animal behavior. So, I am still concerned about the success of student projects. Especially now, given the changing season. I have implemented some changes to the class to try and reflect that most students are working from home. The three that are coming in are working fairly normally, compared to the previous iteration. But another thing I have noticed is the lack of discussion among students as all are working alone. Even the ones coming in are working on their own projects to make the class more equitable since those at home are working alone. I’ve also noticed the lack of group work affects the projects. Students really do seem to benefit from group work in this class, to help with troubleshooting, coming up with ideas, and general project discussions.

During week 7 we had our fifth scientist spotlight with Dr. Mary Salcedo from Virginia Tech University, who talked to us about insect wings and flight. She also offered some great perspectives on her journey into research. During lab it was more time for students to work on projects, whether in class or at home. Students had to submit their 3rd project revision by Monday, with the hopes that they would be finalized at this point. Most were, but we are actually still revising project ideas. On Wednesday we had our 1 and only midterm. It was all short answer/essay and open notes. I had the exam available for 24hours and students had 2 hours to take it within that window. Online exams are difficult in general during remote teaching, this one was fine.

Week 8 started off with a formal research proposal abstract. Students had to take what they’ve been working on and turn it into a formal abstract. Again, the several rounds of project revisions is to ensure that I can interact with them to help revise their ideas into a doable project. Most of the time on Monday was for lab work. Those that came in continued to go out and collect in the Glen (trying to increase sample size of katydids) and started collecting videos for analysis. On Wed. we had our sixth and last Scientist Spotlight with Dr. Sebastian Echeverri, who talked to us about vision and communication in jumping spiders. I have mentioned it before, but it is worth emphasizing that these Scientist Spotlights have been the highlight of the semester for me. It took advantage of the fact most of us are remote, I got to highlight the amazing work of some great researchers at all different career stages, we got to hear from researchers from Virginia to California, which we would not be able to bring, and students in the class really got to hear so many perspectives on how people got into science and research. A huge thank you to all our Scientist Spotlights!

So, where have I changed things with the class? Well, the peer evaluation for group work is out the window for this semester. This is kind of good as it didn’t really work last time, and I want to revise it the next time I teach the class. All the assignments will be scaled up so they are the same points. I got rid of the movie trailer abstracts, as I feel it will just be busy work for students that are already too busy. This is unfortunate as I really enjoyed them last time, but with students working at home and by themselves, it’s not the same. Instead, I now have them uploading their data (videos, tracked points, master data files) so I can see what they did all semester. This also helps with research integrity, which is an important issue in the sciences right now. I will likely have a small lecture on some recent events related to this. The final presentation, which was a poster last time at our department Fall poster symposium, will be a VoiceThread presentation, with the option of including it in the department Fall symposium. I’ve also been trying to spend more formal time on teaching them about the process of science. On Week 8 we discussed experimental design, sample sizes, randomization, and master data file. Coming up next week we’ll talk about effective presentations using great slides by Amy Cheu.

Half way through and we’re still moving along. Instead of having only 4 group projects to worry about, I have 10 individual projects, 7 of which are remote, to troubleshoot. For example, I was reminded this week that I need to make sure all students adjust the R code we initially used so the timings match their frame rates. In the first iteration, this wasn’t as much of a problem, since we were all in the room together and I could see what they were working on and ask how it was going. These finer details seem to be glossed over. But, we are working through it. Our video of the week this week will be one of the student videos so keep an eye out for that.

The class is continuing in its mostly remote format. I am learning there are new challenges trying to instruct students on research remotely that I did not necessarily anticipate. The scaffolding of the course continued, with us learning about jumping, climbing and clinging in lecture during Week 5. On Monday we had a Scientist Spotlight with Ms. Elizabeth Mendoza, a PhD student at the University of California, Irvine. We read her recent paper in Functional Ecology, and she talked about her journey as a scientist and her current work. I’ll keep saying it, but these scientist spotlights are the highlight of the week for me, and I think they are really inspirational for the students. I have students turn in a Reflection after the Spotlight, and many have commented how they are amazed that most researchers really didn’t know what they wanted to do as an undergrad. I think the students can really identify with that and gives them hope when they are still not sure. It’s also been great to hear from other researchers how animal’s don’t always want to cooperate and the struggles that we may encounter. However, with patience and perseverance great science can come out of it.

Week 5 had us submit our initial hypotheses we hope to test this semester. I did this assignment previously, and while it is difficult to discuss in class together we did talk about it virtually and I used the discussion board for them to submit their hypotheses. Week 5 also had their paper summaries due. This is a small assignment designed to make sure students know how to find scientific articles related to their research. I did this assignment earlier last time, but think it worked better during the same week as the initial hypothesis, as most students had a paper related to their proposed research.

Three students have been coming in regularly to work and its the same 3, which is good. We went out to the Glen Arboretum on campus, caught some insects and practiced filming.

Week 6 saw us continuing on. Students submitted a revision of their project idea for Monday. We had another Scientist Spotlight with Ms. Ophelia Bolmin who talked to use about her journey in science and click beetles. Those that came in continued to collect from the Glen and practice filming to refine their project ideas. Those at home were doing the same. I sent out more kits to students to be able to work from home, which seem to be coming in handy. On Wednesday of Week 6 we had our last formal lecture, learning about flight in animals.

Teaching this CURE this semester has been interesting. The first iteration I was stressed about the success of the students because I didn’t know if we could collect, film and analyze data. This time around I’m still concerned about student success, but it’s a bit different. I’m still stressed whether they can capture and film animals to collect data. It’s also really difficult trying to instruct students in research when I am not in the room with them. I can’t directly see what they are trying to do, I can see what the animals are doing either so it’s hard to offer advice. I learned I needed a third revision of their project idea, really to see how they were trying to capture the animal’s movement. This has been useful, but it is much easier when I am in the classroom with them. I’ve also spent time revising the second half of the course. While the first half is scaffolding, the second is suppose to be in class time to conduct research. However, most are doing it from home. So I’ve been modifying assignments, which I’ll update later, to reflect this and ensure students are collecting data.

Up next week, another scientist spotlight, our only midterm and final revisions of project ideas. Although it has been challenging so far, I have been impressed with what the students are coming up with, their questions, videos they’re getting at home, and their motivation to succeed.

So, a weekend out from the start of this Fall 2020 semester. Here at Towson, we are offering face to face opportunities at the discretion of each faculty and student. That is, faculty can choose for their course to be fully online, synchrnous or asynchronous, or have some face to face options; students can chose to not come in. Our class, since it is a research class, is starting off as a hybrid. This has been one of the most daunting aspects leading up to the semester. I am providing in class opportunity for students to come in and conduct research. The class is small, the room holds 6, so we could work it out. However, the uncertainty of not knowing how many students will chose to come in, how that will change, and managing to provide both in person and at home material to ensure everyone succeeds in the course is tough.  As I mentioned in the last post, I will be lecturing from the classroom, so 6 students could come in; it will be on Zoom, so students could join in; and I will record lectures, so students could tune in later.

It seems Hybrid has a lot of meanings among University and even within Universities and Departments. I empathize with our students trying to navigate all the uncertainty and options, do they have to come into class, do they have to sign up, do they choose to stay remote, is there a sign up sheet to come in, what happens if we go fully online? The question of “where is my classroom” may have a whole new meaning this semester. Some want to come in and get experience in research. Others do not think it is worth the risk. I get it. Meanwhile, us faculty seem to be facing similar issues of whether or not we choose to come in, technology issues (lecture live, broadcast, and record), uncertainty of potential in class numbers (given the constraints), and we are all trying to make the organization of our courses as clear as possible. Clear organization can be difficult if everyone (student and faculty) are in their own ‘choose your own adventure’ story. I feel as though the book is written, I know the content and the goals, but I have no idea which story students will choose. And I want to make sure, regardless of their path they have the tools to succeed in a research based course, in a hybrid environment, during a pandemic. There’s really no going back to page 7 this semester, is there? And I am just one faculty in a University writing my own choose your own adventure this semester. Not to mention the plethora of technology available. It is great we have so many options, and I do appreciate all the efforts the University has put in to providing us faculty with the tools to succeed. There have been great resources, tutorials, and discussions of all the options; and I’m excited to try out a few new ones this semester. But, all this technology can also be daunting figuring out which to use, how to use, and when to use them. It’s also occurred to me that again, I am one faculty, so students may be using Zoom for one class, Webex for another and Blackboard Ultra for yet another. So, I guess not only are students and faculty dealing with multiple choose your own adventure books, but they are going through those books on different platforms (hardcopy, audiotape, digital…). Thinking about, maybe a definition for a “Hybrid” course is choose your own adventure. Since adventures are suppose to be fun, let’s try and keep it positive for the semester and embrace the uncertainty (I say now before it all starts ;). I went out on campus with the ULA’s the other day and within minutes we caught some katydids, leafhoppers, and moths, and were able to film quickly. There is some hope we can do this.

For our class, the longer time on Monday is designed to give research experiences in class. So, some students could come in for that. However, if a student chooses not to come in, they will have to complete the assignments at home. Most of the early assignments are focused on stepping students through the process of using high-speed cameras, filming animals, digitizing, and getting some performance variables. As many (if not all) smart phones and GoPros have the capability to record at 120-240 fps, students could collect videos at home. Although, this is still a concern as we cannot assume all students have the latest tech gadgets (I’m working on alternative solutions to this). I have insect nets ready and some small containers for students to use at home, if they choose. Digitizing, analyzing, and presenting can all be done remotely. It is really the data collection that is the trickiest part, can a hypothesis be formulated to collect insects, video their performance, and digitize the videos at home.  Will it be like me in undergraduate counting fruit flies late at night on the kitchen table to see if I got Mendelian Inheritance? Or, does it all have to be home if at least one group member chooses to come in to record, while the others Zoom in to assist in the logistics and data recording. This is something I’m waiting to determine as we start next week. As students are mostly graded on the process and not the outcome, I hope, even if projects fail, they will still get something out of the course and do well, even if working remotely. But, I feel I am constantly thinking of alternative solutions that may work or that I may have to deploy if the situation at the University changes.

Sometimes I feel like Dr. Strange in the Avengers Infinity Wars when he looks into every imaginable outcome for the semester. Hopefully there is more than one solution for us all to succeed during this semester. Stay tuned as we begin on Our Adventure on Monday. Good luck to everyone else out there navigating these difficult times.

“If you’re gonna scream, scream with me. Moments like this never last…..”