Level Two tasks:
After five weeks of working with some vocabulary
and concepts, students are in more advanced courses, studying specific areas
of substance misuse and addiction. It
becomes important to use this time to take on the more complex issues of how to
appreciate the complexities of research data analysis, sampling and probability.
This is introductory and not exhaustive.
While we are not teaching a math course, they must be introduced to these
complexities and might prepare for a deeper understanding at the end of their
undergraduate work.
Typical task for level two accomplishment
might include those that help the students review, and discern what elements
make up strong research design, and how statistics can be manipulated.
Early in the term, students will brainstorm elements or research and
statistics that strengthen or weaken accuracy.
A vocabulary list is provided. Criteria
for sound research becomes a handout by which activity can take place.
Students are invited to pick a specific
area of interest of concern, and go out and find three recent, and
apparently sound pieces of research on the topic.
If they can find unsound research they are invited to do this as well.
They copy each article describing research method, population, and as much
detail as they can reasonably manage.
In small groups, students explain the
research they found and the group discussed the criteria and strength of the
work. Possible problems are
discussed. Students report to
class.
Students are provided with lists of data,
and in groups of four or five, they come up with a graph, create it and post it
for others to read. They come up
with a rubric of what makes a good graph, and then they make a graph as a group.
They are provided materials for this presentation.
A research professional speaker comes to
class and discusses design and research.
Students find five research articles on
their area of interest and explain strengths according the criteria created.