The results (from last week's poll) are in. It looks like the majority of you like to have not only the online PDF of the course syllabus, but also a hardcopy. OK, that's good to know. The last time I ran this poll, the results looked a bit different. Only 7% wanted online only, 6% liked hardcopy only, 80% preferred both (and there were 6% who were psychic--yeah, right). There are interesting trends: decreasing preference for paper and an increasing trend towards preferring soft copies online.
There is also a caveat: out of the approximately 600 students in my classes this term, less than 100 votes were cast. A possibility is that those who were strongly motivated to vote were the only ones who did so. That is, this sample is not representative. *sigh* Any stats majors out there care to do an analysis?
Still, maybe I can use these numbers to show that some students do want to get a piece of paper handed out in the first class. And maybe they can find some funds. (How 'bout if I put the exams online? That would save a ton of paper.)
Why aren't you studying?
The Syllabus Poll - Results
The Syllabus Poll
Because of the University’s recent budget woes, the Dean of Arts has “strongly encouraged” instructors to post their syllabi online. This will 1) save money, 2) save trees, and 3) “save face”. (I think that last one means “move into the 21st century, already!”) It’s not like the copying budget has officially been cut; that’s for individual Departments to decide. (I haven’t heard of any policy changes from the Faculty of Science, but Psychology is mostly funded by Arts.)
I’ve been posting my syllabi online for, well, a while--ever since the third course I taught, in 1995. That’s not a big deal. But cutting out a hardcopy syllabus...I don’t know.
This year, I decided to help out my Department--I went to Staples to copy and pay for the syllabi myself. (Meh, it’s no biggie: it took an hour and $140.38 for about 600 syllabus copies across three courses.)
So, I’ve continued to provide a hardcopy of the syllabus on the first class. But is it still necessary? I’d like to get your opinion on this. Is it good enough if I just go over the syllabus in detail in the first class (which I do now anyway)? Or do you think it’s still valuable to have a piece of paper to look at on that first day?
I'd like your opinion (but, please, vote only once):
(Poll is now closed. Thanks for voting. Results are here.)
In January, 2010, I ran an online poll asking my students about their preferences. I don't want to give the results here, because that may bias the voting. I'll post those numbers after I close the current poll.
Why aren't you studying?
The September 11th
I remember September 11, 2001. My wife was out of town with her sister, and I was alone at home working on (what else?) lecture prep. I don’t turn the TV or radio on when I’m working--don’t want any distractions--but I was working on the computer. I needed to get some information, and went to Google.
I distinctly remember an unusual thing on Google’s home page: a picture of the World Trade Center towers on fire, and a link to more information. I followed the link, thinking it was a promotion for a movie or something, but then I quickly realized what was Really Happening. That’s when I turned on the TV...needless to say, I didn’t get any more work done that day. And I was much relieved when my wife got home that evening.
I recently found a screenshot of Google’s actual home page on 9/11. It did not have a picture of the towers, but it did say, “Breaking news: Attacks hit US” and there were links to several news sites. How could I have misremembered something that seemed so clear to me?
Many people report having very vivid memories of a highly emotional event--not just of the event itself, but also of their personal experience (where they were, what they were doing, who they were with, etc.) when they first heard about the event. (These are called “flashbulb memories”, as if these memories are seared into our minds by the bright flash of emotion.)
But research has shown that these memories are not as veridical as we feel they are. 9/11 provided a unique opportunity for psychological scientists to do a sort of natural experiment on flashbulb memories. For example, Dr Elizabeth Phelps and her colleagues found that people did remember significant things about the 9/11 event quite well (80+%, even though these eroded over time), but only remembered about half of their personal details surrounding the event correctly. This means that you would swear you saw a picture of the burning towers on Google’s home page even though that never happened.
Incidentally, I did have a class to teach in the late afternoon of 9/11. I went and taught the class and didn’t say a word about the attacks. I felt that, as long as students were showing up, I’d teach them; I’d do my job. If they hadn’t heard about what was happening, I didn’t want to be the one to tell them. I imagined that would make it hard to concentrate for the rest of the class.
Now that I have children, though, I think I would handle things differently. I’d probably cancel my classes, take my kids out of school/daycare, and just hug them for the rest of the day. In fact, I think I’ll go hug them right now.
Why aren’t you studying?
What I Did on my Summer Vacation (2011 edition)
In no particular order, here's a random assortment of my summer experiences...
- On a sad note, one of my teaching assistants from last year, Matthew Ian Helgesen, died suddenly over the summer. My condolences to all his friends and family both here and back in Minnesota.
- Took the family to Calaway Park for the first time ever. Was it fun? Well, if you like going on the Egg Ride over and over and over... The weirdest activity is the fishing pond (barely mentioned on their website), where you can catch real trout, have them cleaned, and take them home. Yup, at the end of your day of going on rides, seeing magic shows, and eating cotton candy, you can take a dead fish home. Has Disney heard about this!?
- Calgary Zoo again. You know, I’d really like to see a polar bear one day. Just sayin’.
- Oh, and Sylvan Lake of course. Sadly, there seems to be less and less beach every time we go. (Maybe it was just all the snow melt this year?) At this rate, there won’t be any beach next year and I’ll just have to sit in the Big Moo drinking iced cappuccinos. Which, come to think of it, doesn’t sound too bad.
- Festivals, of course. But it’s tough to plan, say, going to the Heritage Festival when someone (not to name names) has to take a nap in the middle of the afternoon. Sustainival at the Fringe was something new. And I learned two things: 1) my eldest daughter loves the Tilt-A-Whirl, and 2) it makes me nauseous. Really nauseous. Where’s the iced coffee?
- Which reminds me: Had way too many of those $1 iced coffees from McDonald’s. There must be something, like, addictive in those. I mean, apart from the sugar, cream, and caffeine.
- Swatted mosquitos. A lot of mosquitos. Had to mow the lawn wearing heavy jeans, long socks, T-shirt, jacket zipped all the way up, and a hat--then sprayed Deep Woods Off all over. And: not a single bite! But when I went inside to take a shower what happens? A mosquito lands on me. Slap! Grr!
- Got a new custom desktop computer. (Geek alert: ASUS P8Z68-V PRO, Core i7 2600K, 8 GB 2000MHz DDR3 Kingston RAM, EVGA GTX 570, 2TB Seagate Barracuda HDD, 240GB OCZ Vertex 3 SSD. Not cutting edge, but then I’m not Fatal1ty.) On the plus side: SSD (Solid State Drive--kinda like a hard drive made up of flash memory) is wicked fast; on the minus side: SSD drive caused BSODs (*sigh*). Flashing the firmware was a bit hair-raising, but it fixed the problem and I didn’t even lose any data.
- Was so impressed with the SSD, I installed one (OCZ Vertex 2) in the empty drive bay of my laptop (Geek alert: Dell XPS 17 L701x). It didn’t work--the BIOS wouldn’t let me change the boot drive from HDD to SSD (*sigh*). Called tech support (How’s the weather in Chennai?). They didn’t know how to change the boot order either, so I had to tell them: the boot drive has to be the one in drive bay 1. They were very grateful for the info. I didn’t even charge them.
- I’d like to get a new computer for my office now. My current Core 2 Duo E6400 is a bit slow. (I know there’s a budget crunch, but if UAlberta can afford $250,000 for a new website, can’t I get a new computer every 4 or 5 years? Please? I’ll install it myself--no charge.)
- Ate a few of Fat Frank’s cheddar jalapeno dogs, tried Filistix’s pulled pork bun, and had an Eva Sweet waffle--all on campus. Allowing food carts on campus was a great idea. Will they still be around in January?
- Oh, and I made cake pops. And a cherry pie--with cherries from the Evans cherry tree in our backyard. And avocado-lime ice cream. (How was it? Meh. Green. See below.)
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- And of course, did a lot of work, including: went to seminars on Moodle and i>clickers, enhanced the branding of each course website for greater consistency and esthetics, and went through all my lectures to improve the flow and increase understandability.
- The branding I did means that each course will have a consistent visual style, from website to syllabus to exams. Getting everything to look right on my Website was the most difficult. Although I downloaded some cool Javascript to render custom fonts, I couldn’t get the font drop shadow to work inside of a rounded-corner/drop-shadow CSS3 element. I banged my head against the wall for a week or so on that until I gave up. Still, I think it looks OK (example here).
- Got Honour Roll with Distinction (modestly) for teaching the two courses I taught in Spring Term. No separate post for that because I don’t think I did the best possible job with one of the courses. I updated my lecture notes extensively, but my Web notes didn’t match the PowerPoints in class a few times. I’ll do a better job next time.
- Analyzed the research data I collected earlier this year. Hmm, looks like using ebook-textbooks shouldn’t have a negative impact on your grade
Why aren’t you studying?
The Research: The Results
In this series, I've been describing my latest research, looking at how ebook use affects academic outcomes. In my previous post, I described the process of data collection. The next step: analyzing the data and seeing the results for the first time.
As a graduate student, I took a lot of advanced statistics courses (in a couple educational psychology stats courses, I even had to learn APL. Eep!). This fact does not mean that I am in love with the field of statistics, and the mathematical process of analyzing data. It's just a means to an end. Still, it's an important means to an end. Not all science relies on quantitative research, but a lot of it does. If you don't know how to analyze your data, er...then what? All you've got is a big file full of (meaningless) numbers. Bottom line: It's important to know how to adequately analyze your data.
Here's a story. From 2001 to 2003, I was the statistics advisor for students in the Department of Psychology's Internship Program. After working out in the Real World collecting data, students would come to me with a file full of (meaningless) numbers. Many students were up to speed on their stats, had planned their data collection and analysis in advance, and just wanted to run their stats by me to make sure they were on the right track. Some others, however... Others...oh dear.
Others had not planned their data analysis in advance. They just went about their jobs, collecting data here and there--like they were meandering through a field picking daisies whenever and wherever they wanted. They'd come to me, give me their data, and expect me to work a miracle. This, not surprisingly, did not go well. You can't perform any kind of meaningful, valid analysis on 15 data points collected from one participant over various different time periods. With no independent variable (other than time, sort of). Yes, you've got a file with numbers. That's...great. But numbers do not statistics make. The moral of the story is: Take a statistics course. Then, take another one. Then, take one more.
Results
I'm happy to say that a large majority of students in my class opted to allow their data to be included in my analysis--almost 200 people. Unfortunately, I had to exclude data from a small number of students (they were randomly assigned to receive an ebook, but chose not to use it; that kind of self-selection may throw off the results). I collected a lot of different kinds of data, which will require a more sophisticated analysis, so what I'm going to present is a bit of a "cheat", but I couldn't help myself--I really wanted to see the bottom line right away. So here it is: r = -.035. Neat, eh?
Discussion
Er, OK, so here's an interpretation of the results: students who used the ebook got lower grades than students who used the printed textbook (negative correlation). But look at the size of the correlation--it's basically zero. The analysis also shows that there was no statistically significant difference between ebook and printed textbook users (p = .620). This means that, all other things being (hopefully) equal, using an ebook should not cost you any marks; or, reading material on a screen does not impair outcomes, at least in this perception course.
I'll need to sift through the data some more, to see if that's because ebook users spent more time studying than textbook users, or if there are other variables that also account for the results. In the meantime, I won't have any trouble recommending that students use an ebook instead of a textbook--and hey, seeing as ebooks are typically cheaper than paper textbooks, you'll even save some money. You're welcome.
Why aren't you studying?
The Research: The Data Collection
After my project passed ethics, it was time to design the data collection. While waiting (and waiting...and waiting...and waiting...) for ethical approval, I was able to fine tune the survey questionnaire that I would have students fill out. I got some great advice from people who know way more than I do about this kind of research; it helped tremendously. (One of the best things about the UofA is the amount of specialized knowledge that exists on campus. It's truly staggering how many academics there are here with top-notch knowledge. It's easy to take it all for granted.)
You don't always know what to ask on a questionnaire. What factors are relevant? (Did you use the online etextbook or printed textbook?) Which ones might matter? (Have you used etextbooks before?) What kinds of things are probably irrelevant? (Are you male or female? Better ask that one anyway.) There has to be a balance between asking for enough information, and making the survey as short as possible. Ever done an online survey that just seems to go on, page after page? Fill out this big long page, click "next" and the percent completed graph ticks up by only 1%? To get as many participants responding as possible, you've got to keep it as short as possible.
To keep everything in line with ethics guidelines, I didn't work on the online form until everything was okayed. Although I could have coded the forms myself (my websites are all hand-coded, thank you very much), but I didn't have a lot of spare time. Fortunately, the Department of Psychology has a great resource available: the Instructional Technology and Resources Lab. This lab is staffed by an undergraduate student who is enrolled in our internship program. (Plug: If you want to get hands-on experience doing a real psychology job before you graduate, look into it. You actually get paid for it, too.) Lauren McCoy coded the entire questionnaire for me. (Thanks, Lauren!)
Next, via Bear Tracks, I sent out a mass email to all the students in my class asking them to participate. Nothing to do after that but wait. It was hard to be patient, waiting for the data to roll in. And, according to ethics, I couldn't even look at it until the course was over. Argh!
Why aren't you studying?
The Research: The Ethics
In previous posts, I described the beginnings of the current research project. But before any research can be conducted, it has to be vetted through the research ethics approval process.
The major research granting agencies in Canada (CIHR, NSERC, and SSHRC) have come up with a (recently updated) policy document outlining ethical treatment of human research participants, called TCPS 2. If you want to do any research funded by one of the "tri-council" agencies, you must follow this policy. TCPS 2 has also trickled down to the university in general; research on campus is overseen by the Research Ethics Office. The REO has established a number of different Research Ethics Boards or Panels that review all research applications (whether funded by tri-council or not), and give their approval. Different boards oversee different kinds of research, like a typical psychology experiment, versus medical and clinical kinds of research.
It's important to me to make sure the willing participants in my research are (at the very least) not harmed, are treated properly, have their rights and human dignity respected, and (where appropriate) have their individual research results remain private and confidential. The process of obtaining ethical approval, though, is not trivial.
It used to be pretty easy to get ethics approval for research. Five years ago, I'd have to fill out a form indicating what I'd be doing (having students fill out a survey), whether there were any known risks to participants (um, maybe getting a paper cut?), and what I'd do if there were (rush them to the hospital). I'd talk to my colleague down the hall who would look over the application, make suggestions, and give his verbal okay. Now, it's a different story.
My Department requires that any Contract Academic Staff have their research sponsored by a professor (tenured or tenure-track staff). Luckily, a colleague of mine was able and willing to sign off on my project. It's really just a formality, which makes me question why it's necessary. Don't they trust me? And, isn't my research going to be overseen by the University?
This brings me back to the REO, which has switched to an online application process, using a system called HERO (Human Ethics Research Online--cute, eh?). Although it's now online, the process is very involved (sorry, I mean thorough) with many, many pages of questions that I have to fill out. Things like, how am I going to maintain security over the data to ensure privacy and confidentiality? (256-bit triple DES.) Will I be retaining an sensitive information, like student ID numbers? (Temporarily, yes.) Do I expect participants to come to any harm? (Er, no. Unless someone drops their computer on their foot.) The good thing was that all these questions forced me to think about ethical issues that I hadn't considered. Like, what if someone withdraws their consent--even after completing my online form? All of this really helped in designing the study itself.
Unfortunately, my ethics application was...misplaced (lost? forgotten? ignored?) for six weeks. Because this was my first experience with HERO, I didn't know how long the process would take. But after a month and a half of waiting, I asked my colleague who told me that approval should come after six days, not six weeks, and that I should "scream" about it. I didn't scream, but I was firm and persistent until my application was found, reviewed, and approved. Altogether, applying for and getting ethical approval for my project took two months. Piece of cake.
Next time: Data collection!
Why aren't you studying?
Find It
