Penelope Lyman Leveraging 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 Salk Impact 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 A GENDA : B REAKOUT R OOM #3

Leveraging a Manual Accounting Cycle Project in Principles of Accounting Courses Penelope M. Lyman Assistant Professor University of North Georgia Accounting 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: 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 Group-Averaged Weekly Quiz Score Group-Averaged Weekly Metacognition Word Count Any suggestions for alternative proxies would be strongly appreciated! Group Labels

Examining student conceptions of the nitrogen cycle Kateri Salk Department of Integrative Biology Michigan State University

Description of Intervention Objectives 1.Assess misconceptions and gaps in knowledge of undergraduate biology students about the N cycle 2.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 – Dearborn Department of Mathematics and Statistics

Description of Intervention and Timeline Questions from the Audience

Description of Methods Questions from the Audience

Y OUR Q UESTIONS (please type here on whiteboard) TAR P ROJECTS 3 Penelope Lyman Leveraging 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 Salk Impact 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?