Date:<\/strong> June 15 How do you use your annual course evaluations to revise your course for the coming year? With Likert-scale rankings, and a few qualitative comments, your options are limited and many instructors struggle to find what works best for the largest number of students. If this sounds like you, Q-methodology might be what you\u2019re missing. In this workshop, we\u2019ll explore the use of Q-methodology \u2013 a technique where qualitative data are analyzed using quantitative techniques for course evaluation.<\/p>\n\n\n\n In this workshop participants will learn the fundamentals of Q-methodology and then work through practically applying their understanding to each of the three phases involved: 1) instrument development, 2) data collection and 3) analysis and application. In the end, you\u2019ll leave with an understanding of the whole process and a revitalized outlook on how evidence-based course evaluations can allow you to make targeted changes that you know will impact multiple learners \u2013 and not cater to the disgruntled few.<\/p>\n\n\n\n By the end of this workshop, participants will be able to:<\/p>\n\n\n\n Reference<\/strong> This workshop is appropriate for anyone in higher education looking for a new way to evaluate their courses and receive evidence-based, actionable feedback. A participant limit of approximately 20-24 is ideal to facilitate the small group work integral to this workshop.<\/p>\n\n\n\n Participants should expect a workshop that combines didactic and active group work throughout to establish a working understanding of Q-methodology. They should come up with an appreciation for the strengths and weaknesses of their own course evaluations and some ideas for what they\u2019d need to move through course reform more effectively.<\/p>\n\n\n\n Noori Akhtar-Danesh, PhD<\/em><\/strong> is an Associate Professor of Biostatistics in the School of Nursing and the Department of Health Research Methods, Evaluation & Impact (HEI) at McMaster University. He has over 20 years of experience teaching graduate-level statistics, providing statistical consultation, and analyzing large and complex datasets. Dr. Akhtar-Danesh\u2019s methodological expertise includes survival analysis, multilevel modeling, longitudinal data analysis, and Q-methodology. He has published more than 30 peer-reviewed articles using Q-methodology and has developed two Stata programs for Q-methodology data analysis (Qfactor<\/strong> and Qpair<\/strong>).<\/p>\n\n\n\n Danielle Brewer-Deluce, PhD<\/em><\/strong> is an award-winning education scientist with nearly a decade of experience doing Q-methodology research. She is an assistant professor in the department of Pathology and Molecular Medicine, Faculty of Health Sciences at McMaster University where she teaches anatomy at undergraduate and professional levels. Her research program centers on understanding how students learn anatomy and what adjuncts would help them do better.<\/p>\n\n\n\n Together, our team has led multiple Q-methodology workshops at local, national and international conferences, supporting researchers from diverse disciplines in applying this approach to their work.<\/p>\n","protected":false},"excerpt":{"rendered":" Evidence-Based Course Evaluation with Q-Methodology Workshop W4. QM4CE Date: June 15Time: 14:00 \u2013 18:00Room: Seminar 0.2 How do you use your annual course evaluations to revise your course for the coming year? With Likert-scale rankings, and a few qualitative comments, your options are limited and many instructors struggle to find what works best for the … Continue reading From Student Perspectives to Actionable Insights<\/span>
Time:<\/strong> 14:00 \u2013 18:00
Room:<\/strong> Seminar 0.2<\/p>\n\n\n\nObjectives<\/h3>\n\n\n\n
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Brewer-Deluce D, Sharma B, Akhtar-Danesh N, Jackson T, Wainman BC. Beyond Average Information: How Q-Methodology Enhances Course Evaluations in Anatomy. Anat Sci Educ. 2019;13(2):137-148.<\/p>\n\n\n\nIntended Audience<\/strong><\/h3>\n\n\n\n
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