Participants should submit their quantitative reasoning assignment by September 11.
You may find it more convenient to compose your answers offline in a word processor and paste them into this form. After submitting this form you'll be provided with instructions on how you can make further edits and updates.
The title should be evocative of the main point(s) of the activity. It needs to communicate the full context of the activity on its own as it will show up in places like search returns (e.g. Google) where people won't have any contextual clues. So it should convey the idea that this is a teaching activity, what the subject matter is and what the relevant pedagogical focus is. For example: Exploring Economic Inequality with Data
Name and institution of author(s) of the activity and any other appropriate attribution information. If the page is based on materials originally created elsewhere that should be noted with attribution given to the original authors and links provided to the original materials.
Email addresses of the activity author(s) separated by commas. These will not be displayed in the activity page but are used for internal tracking.
This text should make it clear what the activity is. It should provide an overview of the things that students will do and the intended outcomes.
The description should be concise and compelling: typically no more than 1-2 very brief paragraphs.
In this biology lab, students investigate whether goldenrod gall fly larvae collected from restored prairie area are different from larvae collected from a small native prairie 10 km away. They look for biochemical differences in proteins using cellulose acetate electrophoresis. Students determine the genotype of each gall fly; students compare the combined class' genotypes for the two groups of gall flies statistically using chi-square analysis. Students read a related scientific paper and discuss it in a subsequent lab session. Students write a full lab report describing their results using standard scientific paper formatting. A detailed description of this format and the writing process is provided.
What concepts and content should students learn from this activity? Are there higher-order thinking skills (e.g. critical thinking, data analysis, synthesis of ideas, model development) that are developed by this activity? Are there other skills (writing, oral presentation, field techniques, equipment operation, etc.) that are developed by the activity.
This text should help faculty understand the types of teaching situations for which this activity is appropriate.
Important types of context include educational level, class size, institution type, etc. Is it lab, lecture, or field exercise, or a longer project? How much time is needed for the activity. Is there special equipment that is necessary? Are there skills or concepts that students should have already mastered before encountering this activity? How is this activity situated in the course? How easy (or hard) would it be to adapt the activity for use in other settings?
This section should include a narrative describing the mechanics of the activity
and all the materials needed to implement the activity (or links and references to those materials).
For all materials include, in the box below, a brief description of each item
covering what it is and what its role is in the activity.
If you upload files as part of your activity remember to consider their final use in deciding on appropriate formats.
Materials that other faculty are likely to modify should be provided in easily editable formats (plain text, Word files),
whereas materials that will be likely only used verbatim are most convenient in formats that are universally
readable (PDF format is often a good choice).
Once this form has been submitted we can work with you to integrate the downloadable files into the text of this section.
Please be sure all materials you upload can be freely redistributed. For more information about copyright as it applies to materials you are sharing through this site please check our more detailed discussion of this issue.
If you have more than 5 files include the first 5 here and then get in touch with the SERC office (email@example.com) after completing this form.
This section should include notes and tips for instructors who might use the activity. Information such as common areas of confusion, things that need reinforcement, safety guidelines and other practical tips, and pointers for making the best use of the activity are appropriate. Note that this section should complement, rather than repeat, the more general guidance about the teaching method provided in the methods module of which this activity is a part.
This section should describe how the author determines whether or not students (either individually or collectively) are achieving the learning goals outlined for the activity. Other relevant assessment strategies may also be described in this section.
This section should include references and links to online resources that discuss the specific activity or will support faculty and/or students using the activity. References related to the general teaching technique should not be included here, but should be recommended for inclusion in the associated module.
Web resources should include both the url and a brief description of the site (and why it is relevant). Print resource should include basic citation information as well as a brief description of the resource.
The short description should be a distillation of the summary above. This description will be displayed in search returns. The optimal length for this description is on the order of 1-2 sentences.
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