Week 10: (Monday + WEDNESDAY cancelled)
WEDNESDAY UPDATE (no voice and still really slammed by whatever I got).
Keep reading and writing. Manage your other work. Read and reread these links. I am hoping for FRIDAY back to normal.
You can work on the peer collaboration assignment in Eli Review. I will post some information later today or on Tuesday. Concerns transitions and the complex paragraphing in your center portion of the review.
Paging the Plague Doc
I am not feeling well; scheduling a rapid test today or Tuesday. Would be breakthrough or something else.
You could read these short pieces on thinking about statistical tests and writing about them. Remember that I ask you to do this but I am not evaluating you on this. Is a huge professional skill that you are just beginning to develop:
- Open access NIH/NCBI 2017 overview. HIGHLY RECOMMENDED as background.
- Skim this 2020 open access pedagogy article; then focus at section 4.1 where the stats examples begin.
- Are you nervous about statistics? Many are. Read this psychology-focused pedagogy guide.
- Finally, look at this 8-page PDF that focuses on public ability to think critcally about statistics. You will learn about
- study design
- spurious associations (more on data fallacies here)
- problems in measurement
- alternative explainations
Marybeth Shea
I should be back to regular on Monday. In the meantime, more readings for you to think about the stats piece you will include in your analysis.
I am looking at your responses to the Eli Review task. I can see how thoughtful you are to each other about commentary that propels thinking and writing forward. Pay attention to the ELMS calendar as I will revise a few tasks this weekend to get ready for next week.
I want to revisit a thread of discussion from last week when a student asked about the stats paragraph. I also want to REMIND that this work will not be graded/evaluated. I just want to acquaint you with how statistics is part of the inference testing about the conclusions that scientists draw from their work. Let's look at a few additional short pieces by scientists about how they read journal articles:
- Grad student in biochemistry reflects in a short blog piece for the Illinois Science Council
- Craig Rehabilitation Hospital (Denver) offers a primer on stats for their patients (doctors now typically encounter patients who read the biomedical literature too)
- Open access/PMC article on the qualities of data sets that help guide statistical test choices
I think you should ask mentors in your work about how they use and interpret statistics. More on writing about stats next week. The Manchester University Academic Phrasebank is your friend. These sections are especially helpful for this thinking task.
I hope you can see how much time I am devoting to something I will not grade. Why? Because I trust you to think now and in the future. Getting clearing on what statistics do for us in knowledge construction is hard and more of a life-time work than a one-class focus in college.
Upcoming: Two types of variation in the overall flow chart/pattern you are now ready for (IF YOU LIKE):
- inserting 'mini" definitions within your body paragraphs to help your reader locally, compared to the more global definitions you put in the opening incline of the cognitive wedge
- adding analysis paragraphs within the body of your Cool Things portion (fat center of your document shape,)
Think about how Bob breaks all the paintings down into elements that you can copy. He is a mentoring example of how I like to teach.
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