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Data Collection, Publishing, and Dissemination of Results. Eric Grodsky , University of Minnesota Chandra Muller, University of Texas at Austin. Motivation & Overview. - PowerPoint PPT Presentation
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Data Collection, Publishing, and Dissemination of Results
Eric Grodsky, University of MinnesotaChandra Muller, University of Texas at Austin
Motivation & Overview
The impact of the STEP program and your STEP Type 1 project depend on dissemination of knowledge for application to other settings.
Based on our early experiences working with STEP Type 1 projects
Steps to designing a study, collecting data, publishing and disseminating results: an overview and then example
Study Design
A good study design makes it easier to publish and disseminate results
Begin the design phase early, alongside the program design
Consider collecting baseline (and control group) data before beginning program implementation
Control or Comparison Group
What is the impact of your program on production of STEM majors? To answer this you must be able to estimate: What would have happened without the program? And ideally, what the program did to have the effect, and
for whom? Consider collecting a control group sample while you
are planning the program, before it is implemented Target students for comparison who are similar to those
you will target for the program
IRB: Institutional Review Board
Work with the IRB at your university to gain approval for your study
It is likely that your study will be considered “Exempt”
Example from University of Texas:
Data Collection & Analysis
Study design and response rates are crucial A randomized control trial—where the only
difference between your control and treatment groups is due to random assignment—produces the simplest analysis strategy to show program effects
Dissemination of Findings Begin analyzing your data and publishing early—pay a
writer to write up your results if you and your staff lack time
Early phase results might include: Description of challenges faced by control group Early evidence of climate change in college
As project matures (even at the end of second year phase) results might: Compare control and treatment group progress in STEM courses,
attitudes about STEM, other indicators relevant to your project? Estimate effects on longer range goals of project and the
possible mechanisms through which program works
Where do you publish and disseminate your findings? Publications of field specific education journals (the
education arm of professional organizations, have journals and newsletters, e.g., Journal of Engineering Education) and education journals like Journal of Higher Education, Education and Evaluation Policy Analysis
Early findings and news briefs might go into professional newsletters
Work with your office of public affairs to prepare press releases
Consider an end-of-project book Get ideas from other STEP projects
Designing the study
What do you want to learn? How/why do you believe that the project succeed?
Who will you serve? What is your target population?
How do you recruit sample members and collect data?
Designing the study
What exactly do you want to ask?
What will you do with all of those data once you have them?
What do you want to learn?
Project will implement intervention you and NSF believe will work What are the explicit objectives? What are the interventions? How/why will they work? (theory)
Example: Professor Yu
What do you want to learn?
Study groups
Chemistry degree
?
theory
Study groups
Chemistry degree
Knowledge
Self-confidence
Enjoyment
The target population
Potential chemistry and physics students Latino and African American students1. Recruitment: High school students 2. Tutoring: In selected classes3. Study groups: In selected classes4. Faculty mentor: in selected classes
Who is in the control condition?
Recruitment: Those not recruited? In comparable non-participating schools? Comparable non-participating classes?
Any way you cut it, must include kids in high school
The target population
Latino and African American students1. Recruitment: At selected schools2. Tutoring: In selected classes3. Study groups: In selected classes4. Faculty mentor: in selected classes
Peer tutoring
Target population: Students enrolled in gateway courses
Control group?
Study groups Target population: those enrolling in
gateway courses in chemistry and physics
Study groups
Control: Entrants to same classes prior to project Entrants to gateway courses in biology and
computer science
Random assignment of sections to study groups or not
Designing data collection
Mode of collection
Sampling procedures
Protocol for recruitment
Timing
The IRB
Mode of collection
Survey Interview (phone or in person) Paper and pencil
Mail In class
Online
Focus group
Sampling
Identify target population
Locate/create sampling frame Make sure you have contact data you need
Structure sample Stratification Matching Blocking
Sampling: The Yu study
Target population: Students enrolled in calculus 101, chemistry 101, biology 101 Each course has 2-4 sections and each
section 6-8 lab sections
Sampling: The Yu study
Randomly assign lab sections to have study groups or not starting in spring of 2013 Sample size of 600
200 students in fall of 2012 from all students enrolled in target courses
100 treatment and 200 control students in spring of 2013
Sampling: The Yu study
Threats to valid inference
Recruiting the sample
Sample nonresponse undercuts validity Shoot for at least 70%
Getting and maintaining sample is often the hardest part of the study
Without a good sample the rest of your evaluation efforts are wasted
Recruiting the sample
Incentives for participation There is actual research on this Cash is king, other incentives (Amazon gift
certificate, MP3 downloads, etc.) not very effective
Some evidence for effectiveness of lotteries, but weak
Recruiting the sample
Initial contact There is actual research on this Letter on letterhead in stamped envelope
if possible In Yu’s case, possibly hand-delivered in
lab
Recruiting the sample
Non-response follow-up Email Snail mail Phone
Data collection timing
Consider last date you can collect data and work backwards One week prior to exams
Snail mail incentive letter 2 email follow ups Snail mail follow up One more email After another week, phone calls
Data collection timing
And of course the IRB…
Instrument design
Goes back to what you want to know Mechanisms by which intervention has
effect Variation in effects of intervention and
what might account for that variation
Instrument design
Do not make up your own items if you can avoid it Consider extant instruments
Ask simple questions respondents can answerNo ‘double barrel’ questions
Instrument design
Survey is a ‘conversation with a purpose’ Script the conversation so it flows Use skip patterns to avoid asking
irrelevant questions Keep is as short as possible
theory
Study groups
Chemistry degree
knowledge
Self-confidence
Enjoyment
Self-confidence: Identity
How much do you agree or disagree with the following statements?
You see yourself as a science person
Others see you as a science person
1=Strongly agree
2=Agree
3=Disagree
4=Strongly disagree
Self-confidence: Self-efficacy
You are confident that you can do an excellent job on tests in this course
You are certain you can understand the most difficult material presented in the textbook used in this course
You are certain you can master the skills being taught in this course
Analyzing Data
Depending on design RCT: difference in means Other designs:
Covariate adjustment Difference in means for certain
subgroups
Analyzing Data
Our example: Does program impact self-confidence? Mean change in self-confidence:
Control students in fall 2012 Control students in spring 2013 Treatment students in spring 2013
Covariate adjustment
List of journals for possible publication of STEP Type 1 results (list generated by audience)
• Advances in Engineering Education - http://advances.asee.org/• CBE Life Sciences Education - http://www.lifescied.org/• Chemical Educator - http://chemeducator.org/• Community College Journal of Research and Practice - http://www.tandf.co.uk/journals/authors/ucjcauth.asp• CUR Quarterly - http://www.cur.org/publications/quarterlies.html• Journal of Applications and Practices in Engineering Education - http://japee.net/• Journal of Chemical Education - http://pubs.acs.org/journal/jceda8• Journal of College Science Teaching - http://www.nsta.org/college/• Journal of College Student Retention -http://www.cscsr.org/retention_journal.htm• Journal of Research in Science Teaching - http://www.narst.org/publications/jrst.cfm • Journal of STEM Education: Innovations and Research
http://ojs.jstem.org/index.php?journal=JSTEM&page=index• Journal of Women and Minorities in Science and Engineering -
http://www.begellhouse.com/journals/00551c876cc2f027 • Physics Teacher - http://tpt.aapt.org/• Physics Today - http://www.physicstoday.org/• Portland International Conference on Management of Engineering and Technology (PICMET) -
http://www.picmet.org/main/• STEPcentral.net A Community Forum for NSF STEP Projects - http://stepcentral.net/• Student Affairs in Higher Education - http://www.naspa.org/