experimental design

I'm preparing material for this week's class on experimental design and data analysis, and I ran across this paragraph which I thought was very interesting: "The cost of analyzing collected sediment samples usually exceeds that of collecting them. However, the funds for the analysis are wasted if samples are collected at inappropriate locations or do not represent the study area. Further, the proper selection and use of sediment sampling equipment, sample handling, storage and transport are all equally important to the selection of sampling locations. Therefore, about 60% of the time…

To recap, I'm prepping a new graduate level course on experimental design and data analysis (EDDA) that will serve MS and PhD students from geosciences and civil and environmental engineering. I've been working through the SERC course design tutorial, and so far I've figured out context and constraints, over-arching goals, and ancillary skills goals. It's finally time to add content to my course. (Note that the material that follows is a bit outliny, because I'm thinking out loud (on blog paper) here and looking for feedback) First, according to the good folks at SERC, I need to bring it back…

Now that things at ScienceBlogs have returned to normal, and I've drawn down my stash of reader emails, it's time to get back to work on my series on course design. For those who haven't been playing along (1.1, 1.2) I'm prepping a new graduate level course on experimental design and data analysis (EDDA) that will serve MS and PhD students from geosciences and civil and environmental engineering. I don't envision this course as a purely statistics course, though EDDA necessarily incorporates statistical concepts and techniques. Similarly, I don't envision this course purely as a proposal…

As introduced yesterday, I'm blogging my way through the SERC tutorial on course design, for a new graduate-only course on experimental design and data analysis. Yesterday, I explained the context and constraints on the course, and today I'm mulling on the course goals. I'm supposed to identify 1-3 over-arching goals for the course and 1-2 ancillary skills goals. Below the fold, I'll share my overarching goals and how I got to them. But I'm struggling with the ancillary skills goals, dear readers, and I'd love your help. Task 1.2c: Set one to three overarching goals for your course. The SERC…

After articulating that my most dire need is to get funded, it may seem disjointed to embark on a series of blog posts about teaching, but there you have it, the life of a professor at a place that requires both research and teaching. I still contend that I will get fired from my job much more quickly for failure to teach a course than failure to get funded, so I must do something about the new preparation I have for the fall. The new course, "Experimental Design and Data Analysis," is a graduate-only course with only a loose definition in the course catalog. It hasn't been taught for the…

I just got back from judging elementary level science fair (this is like kids in 6th grade or something). Here are some quick notes in no particular order. Please, please do not have a 20 item list of supplies that you used on your board including things like thumb tacks, tape, paper and poster board. And then please do not read this list aloud during your presentation. I know you are nervous, I feel for you. Maybe you are trying to fill up time - maybe you think a long presentation is a good one. However, don't do it. Stick to the important stuff. If you need to fill up space on your…