Pre-Training Day 3 Workspace

September 2, 2023

Please do not copy/share without permission of PIs

Asynchronous Activity 1: Read an article that uses latent class analysis. Answer questions related to that article.

Please do not distribute without permission from PIs

Breakout Rooms

Article 1: Brie, Jeanette, Lisa, Tara, Tati

• Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis

Article 2: Adrian, Dina, Gabriella, Jacob, Tobi

• From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices

Please do not copy/share without permission of PIs

Questions

After you read your article, be able to answer the following five questions. We assigned one person to add notes related to each of these questions. Find your name and add your response to that question. You will have time to talk about this with your group at the start of pre-training day 4. Then you’ll share your article with the whole group.

1. What are the stated research goals
2. How did they integrate theory into their research goal?
3. Draw a path diagram of their model
4. How did they describe the groups they found?
5. What was surprising or interesting about their findings?

Please do not copy/share without permission of PIs

Breakout Room 1: Brie, Jeanette, Lisa, Tara, Tati

​

Jeong, S., Blaney, J. M., & Feldon, D. F. (2019). Identifying faculty and peer interaction patterns of first-year biology doctoral students: A latent class analysis. CBE Life Sciences, 18(4), ar59. DOI:10.1187/cbe.19-05-0089

Please do not copy/share without permission of PIs

What are the stated research goals of the paper? (Brie)

Identify and classify doctoral student-faculty and student-peer interaction patterns and make associations with these groups based on demographic characteristics. Connect students’ faculty and peer interaction profiles to affective and cognitive doctoral outcomes

Please do not copy/share without permission of PIs

How did they integrate theory into their research goal? (Jeanette)

• Doctoral socialization is a process through which students develop and internalize essential knowledge, skills, behaviors, norms, and identities for becoming membres in their chose scholarly field. Based on 4 different types of student-faculty interactions, they used social, academic, intellectual and personal.

Please do not copy/share without permission of PIs

Path Diagram from Lisa

Please do not copy/share without permission of PIs

How did they describe the groups they found? (Tara)

4 Classes (starting on p. 5)

​

Class 1 - Faculty and Peer: Academic and Social/Personal

• Students in this class interact frequently with peers and professors in diverse ways in their departments (e.g. academically, socially, and personally)

Class 2 - Peer Only: Academic and Social/Personal

• Students in this class interact with peers in multiple ways (e.g. academically, socially, and personally), but are less likely to interact with faculty in the same ways

Class 3 - Peer Only: Social/Personal

• Students in this class interact with peers regarding social or personal matters only and have low faculty interactions in general

Class 4 - Faculty and Peer: Field-related Academic

• Students in this class interact with both peers and faculty, but only regarding field-related topics

Please do not copy/share without permission of PIs

What was surprising or interesting about their findings? (Tati)

• ​

Please do not copy/share without permission of PIs

Breakout Room 2: Adrian, Dina, Gabriella, Jacob, Tobi

Campbell, C. M., Cabrera, A. F., Michel, J. O., & Patel, S. (2017). From comprehensive to singular: A latent class analysis of college teaching practices. Research in Higher Education, 58, 581-604. DOI:10.1007/s11162-016-9440-0

Please do not copy/share without permission of PIs

What are the stated research goals of the paper (Adrian)

Two main research questions are presented:

1. Are there categories of courses based on pedagogical practices (i.e., seven indicators)?
2. If they find statistically valid categories, what are their characteristics based on those pedagogical practices?

Please do not copy/share without permission of PIs

How did they integrate theory into their research goal? (Dina)

• Provided examples of studies that used single institutions, were not embedded in courses (i.e., self-reported surveys), they made an argument about how studies treated teaching practices as individual variables rather than as different patterns (or groups) of practices,
• Different approach to collecting data, rather than self-reported data they observed and coded different patterns of teaching
• They spent a significant amount of time describing how the literature uses piecemeal approaches rather than treating teaching practices as a set

Please do not copy/share without permission of PIs

Draw a path diagram of their model (Gabriella)

Patterns of course practices

k=5

7 course practices

P1

P2

P3

P4

P5

P6

P7

Classes

1. Comprehensive
2. Traditional lecture
3. Active lecture
4. Integrative discussion
5. Active only

Class activities

Class discussion

Student questions

Lecture

Subject-matter knowledge

Students’ prior- knowledge

Supporting changing views

Please do not copy/share without permission of PIs

How did they describe the groups they found? (Jacob)

• Comprehensive: 55% of course
• Likely to enact a variety of teaching practices.
• Traditional Lecture: 19.3% of courses
• Lecture to deliver subject matter knowledge. Traditional, instructor-centered modes of teaching.
• Active Lecture: 19.1% of courses
• Combination of traditional lecture & active learning.
• Integrative Discussion: 2% of courses
• Active learning through class discussion, but not activities or student questions.
• Active Only: 5% of courses
• Engages students in activities, but did not involve subject matter expertise or activation of prior knowledge.

Please do not copy/share without permission of PIs

What was surprising or interesting about their findings? (Tobi)

• It was interesting to note the findings showed that majority of the classes observed used some type of active learning technique. I think this was a surprising finding because a lot of the research points towards most professors using traditional methods and not active learning methods. Splitting it up into more than two categories was probably helpful in getting a better glimpse of how classrooms truly work.

Please do not copy/share without permission of PIs

Asynchronous Activity 2: Review logistic regression

Please do not distribute without permission from PIs

Asynchronous Activity 2

We will talk about logistic regression in pre-training day 4. In case you want a review before day 4, here are some links to videos that might be useful for review:

• Odds Ratios and Logits
• Conditional Probabilities and Contingency Tables
• Chi Square Tests

Please do not copy/share without permission of PIs

Check-in: Logistic regression - In preparation for day 4

Please write 1-2 sentences about your exposure to logistic regression in your training and/or research? *This will help us gauge what to focus on for day 4 of pre-training:

​

Link to anonymous survey:

Please do not copy/share without permission of PIs

Asynchronous Activity 1: Construct a path diagram and research goals for a topic you are interested in

Please do not distribute without permission from PIs

Gabriella

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Tobi

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Jeanette

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Tati

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Tara

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Brie

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Dina

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Adrian

My primary goal is to investigate the explanatory behavior of students while solving open-ended chemistry questions, the change of those observed behaviors over time as students develop their skills, and what differences exist between diverse populations.

With the path below, I aim to investigate how many different behaviors emerge by datapoint, the possible transition pathways of students from start to finish, and how covariates relate to the latent class variables.

Explanatory behavior

(datapoint 1)

Paraphrase

Elaboration

Inference

Explanatory behavior

(datapoint 2)

Paraphrase

Elaboration

Inference

Explanatory behavior

(datapoint n)

Paraphrase

Elaboration

Inference

Second order effect

M

First order effect

First order effect

Please do not copy/share without permission of PIs

Lisa

Add your thoughts on a research goal, theory linking to the research goal and create a path diagram

Please do not copy/share without permission of PIs

Jacob

The primary goal of my research project is to characterize the influence of laboratory instructional methods (traditional labs, CUREs, etc.) on students’ laboratory skill development and to characterize subgroups of students that achieve different levels of success within these curricula.

​

I’m not certain of what theory could be applied, but inquiry-based labs are supported by constructivism ideas.

​

​

Classes of Student

Perf.

Digital Badge Results

EDAT Scores

Gender, Race, Demo

Prior Experience

Major, Class Size, etc.

Please do not copy/share without permission of PIs