The Cuts

As you’ve probably heard, the Faculty of Arts, like all other Faculties, has had to chop 2% from its budget. The Department of Psychology, which receives its operational funding from Arts (despite offering courses in both Arts and Science), has been directly affected by this AdPReP (Administrative Process Review Project).

It is with great sadness that I report two long-time administrative staff in the Department of Psychology general office have been laid off. Bev has been working in the office for 28 years, and Jan for 23. Their layoffs necessitated a reorganization, which prompted resignations from Kathy (an admin assistant for the past 29 years), Sharon (who has been coordinating research participation for 14 years), and my assistant, Chris, who has been bailing me out for 17 years.

These five ladies have made up the core of the Department’s administrative staff. They, and their collective knowledge, will be missed terribly. If there was anything anyone wanted to know about the Department, among the five of them, they knew. Where are the scantron sheets? When’s the deadline for submitting my indents? What was the name of that grad student who worked with Alan Kingstone in the mid-90’s?

Chris, in particular, has saved my backside more times than I can remember. See, I have this frequent habit of very carefully slamming my office door shut, thus safely locking my office keys inside. Chris has a spare that she’s loaned me so I can retrieve my keys and return them to her with a sheepish “thanks--again.” She’s always had all of my paperwork ready for me in advance, booked rooms for me, and even went to my class in 2004 to tell them I wouldn’t be coming, as I was still at the hospital after the birth of my first daughter.

I’m going to miss all of these great people. I want to thank Bev, Jan, Kathy, Sharon, and Chris for the years of hard work they’ve contributed to the Department of Psychology. And I would like to wish all of them the best in their future work and personal lives. I’m going to miss all of you.

My job (and that of others, too) is going to be a bit harder to do. If I’m a bit late to class, or arrive sweating, out of breath, and stressed out, you’ll know why. (Don’t ask me, “Did you lock your keys in your office again?” please.)

Why aren’t you studying?

The Awards: 6

Although I was nominated, I didn’t win the Kathleen W. Klawe Prize for Excellence in Teaching of Large Classes this year. Oh, well. Congrats to the winner in the Department of Chemistry.

I did, however, receive two TUTAs: one for "The Fine Print" in my syllabus, and the other was shared by everyone who taught in Spring, 2011 term (the award was: we were all named to the Teaching Honour Roll--every single instructor).  Oh, and I also made the Teaching Honour Roll with Distinction for all of my Fall, 2011 courses. Let’s see what kind of feedback I got in PSYCO 104.

(***Warning! Snarkiness filters are now disengaged! Proceed at your own risk!***)

“...the pacing of classes was too slow. As a result, I found it difficult to focus in class & often times drifted into Stage 1 sleep. If anything, I prefer Dr. L’s blog to the class - sorry.”

(Good application of knowledge about sleep stages there. However, blog material will not be on the exam.)

“Class is to slow. Move faster through material during class in order to cover all topics in text. Then students do not have to learn a majority of exam material on their own.”

(So...in university...you don’t want to learn material on your own? Really?)

“Very biased towards evolution. did not know textbook information was needed for midterm 1. Would be nice if turned speakers louder.”

(1. It is a science course, right? 2. I told you in class that most questions would come from the textbook, and that information is also on the syllabus. 3. Please let me know this before the course is over. Thanks.)

“Dr Loepelmann, here’s a haiku for you.
     Dr. Loepelmann
     You are the ray of sunshine
     Of my gloomy life.
Best prof evarrrrr!!”

(Nice! Thanks! Um, sorry about your life, though.)

“I believe that examining on questions in the textbook NOT covered in class is [not] fair to students. Important aspects of the course which is tested on exams should all be covered in class.”
“I would recommend if he could just base his exam on his notes or specifically tell us which page or information from the text his exam will be on.”
“The amount of information included in the course are not all tested so should therefore not be used.”
“I didn’t purchase a textbook and there was nothing on them that wasn’t discussed in class or was in the notes.”
“...liked how the textbook made up the majority of the test questions, yet the lecture notes expanded on the ideas of gave a different viewpoint instead of simply rehashing what we’ve already seen in the textbook.”
 “The textbook was boring and too long. The instructor’s exams were TOO HARD for a 100 level course. We have to study both the textbook and his notes for the exams. Are you kidding me? The information from the two sources doesn’t at all relate. I will never recommend this instructor to anyone, in fact I will tell them to avoid him. I hate Dr. Loepelmann.” [f-bomb deleted from comment]

(Thanks for spelling my name right.)

“LOVE THE FUTURAMA REFERENCES, HOPE TO SEE ONE ON THE FINAL.”

(“Good news, everyone! There was!” Also, STOP SHOUTING.)

“Dr. Loepelmann is a top class teacher. Entertaining, fun, friendly, open, are words I would use to describe him. I have a certain phobia of questions. I was taught as a child that ‘there is no such things as a stupid question’ but I never believed that. Dr. Loepelmann is someone I feel comfortable bringing my questions to.”

(Thank you. And you’re welcome.)

“We should go for a Beer!”

(Only if you can find beer with caffeine in it.)

“Learned much about my future desired profession.”

(Good luck to you, future psychologist.)

“Dr. Loepelmann always had jokes up his sleeve in every lecture. I would like to know if he comes up with them before the lecture, or on the spot.”

(Yes.)

“Karsten Loepelmann is the bomb. So fun and funny and intelligent.”

(You have no proof of that.)

“Dress up everyday!!! In Jedi uniforms!!!”

(No!!!)

“I really appreciate the ‘For Further Reading’ section. It shows the dedication of the teacher and allows those who are interested to pursue more info. Thank you.”
“I found myself researching what we learned outside of class -- a very good sign.”

(Keep on learning...!)

Here are some comments from my PSYCO 267: Perception class:

“To the Department: Why would you cancel this course? It was so refreshing to take a course that emphasized understanding and not just simply memorizing...Perception is a worthwhile subject!”
“I am disappointed that this class will no longer.”
“This class shouldn’t be cancelled. What were they thinking.”
“So sad it’s being cancelled.”
“Don’t get rid of PSYCO 267! It’s an interesting & valuable addition to any aspiring psychologist’s repertoire.”
“[heart] perception”
“The loss of PSYCH 267 as a course is a travesty!”

(Just to be clear: PSYCO 267 will be renamed PSYCO 367. It is PSYCO 365: Advanced Perception that will be killed. However, I plan to teach it as a special topics course. So it’s not dead, just a zombie.)

“Multiply choice was designed to trick students and not reflect their knowledge. It is also not fair that the tests were more heavily weighted on text.”

(I don’t understand. How is that not fair? I did tell you about the weighting.)

“Dr. Loepelmann spoke VERY quietly and was always very hard to hear.”

(PLEASE let me know this before the course is over. My time machine is in the shop.)

“Instructor was overall not helpful when it came to notes for missed classes. Offers no assistance - Insists students find help from other students - Not him.”
“Thanks for emailing me the notes when I needed them!”

(Er, um...right. Sorry. And you're welcome.)

“Wonderful to see lots of recent research applied into the course...”

(Thanks.)

“Excellent instructor, deserving of a raise.”

(Aw. Thanks, mom!)

“Stay funny.”

(I wish.)

“...the instructor seemed like he would fit in on The Big Bang Theory. That was awesome.”

(But they already have a short, handsome nerd with glasses.)

“The amount of animal abuse talked about in this course bothered me and affected my learning as an intelligent, compassionate human being. Other research options are available and should be used in modern research. Animals are not ours to use for research, entertainment, or personal gain. The intelligence of humans can be measured by their compassion and understanding for the suffering of others.”

(No animals were harmed in the making of this blog.)

“Nice prof; attempted to make dry material interesting. Give him A for effort =)”

(Sorry, there are no grades for effort in university. Oh, and I’m not a prof, technically.)

“I wish you posted more on your blog through the term. You have some serious nerd credibility. Although you responded to every comment but mine on one post so I was kind of pissed at you for a week. Now I feel sad. Sorry...Live long and prosper.”

(May the force be with you.)

Why aren’t you studying?

The Sigmund Freud Action Figure

In my last post, I mentioned waiting anxiously for my Sigmund Freud action figure to come in the mail. I'm pleased to report that it has arrived. Say hello to my little friend!

I am, however, now faced with a dilemma. Do I take him (it?) out of the package? Because then he won't be MIP anymore.

On the other hand, he is a toy, and toys should be played with (as "The Transporter Malfunction" taught us). But, as that Big Bang Theory episode also taught us, toys can get broken.

Out of the package (with the great big "SIGMUND FREUD" label), however, he just looks like an old white guy in a suit--doesn't even look like Viggo Mortensen. Heck, he could be mistaken for Wilhelm Wundt if you don't look too closely.

So in the box he stays. You can see him (it?) if you visit me during my office hours. But no playing with him. Anyway, that would be...weird.

(Yes, you can buy one of your very own.)

Why aren't you studying?

The Lost & Found

Ever felt like you were losing your mind? I sure did. I had a bad week: I lost my mailbox key. Argh! My wife had long ago misplaced the spare one. When that happens, you have to notify Canada Post and they’ll re-key your mailbox. That costs $29. In the meantime, you can’t access your mail. My Sigmund Freud action figure is going to arrive any day now!

Then, I misplaced my office keys. Argh! I can still get into my office--I just have to sheepishly ask my admin assistant for a spare key, and end up looking like some absentminded professor. How embarrassing!

Luckily, I found my office keys, right on the floor at home where I, er, dropped them. And my younger daughter found my mail key, right on the floor at home where I, er, dropped it. Then I noticed I lost my USB flash drives. D’oh!

This wasn’t as extreme an event as you might imagine. No, there was no “sensitive information” on them, just all of my lectures and some backups. Anything important was encrypted with TrueCrypt. I thought for sure I had left the drives in their little wallet in my intro psych classroom, but they weren’t there. Well, no big loss. I had already ordered a new 32 GB USB 3.0 flash drive anyway. More than anything else, it was just further proof that I was losing my mind.

So the next day, I went to my perception class, and a student came up to me and asked me if I had lost my wallet. Whaaaaat? No, not my wallet-wallet, my USB drive wallet. Turns out he gave a presentation in my intro psych classroom and found it where I, er, dropped it. It had some of my business cards in it, so that’s how he knew it was mine (thanks!).

So it turns out that I’m not actually losing my mind, I’m just losing a lot of stuff, and then getting it back.

I’ve found a lot of things in classrooms over the years, and have had a lot of things turned in to me by honest students. Things like wallets and phones I usually bring to the Psychology Department Office, and have the admin staff open it up and contact the owner. Other items without ID in them, like flash drives, MP3 players, and calculators, are usually left in the classroom, in the lockable drawer at the front, or sometimes are given to Campus 5-0. They have a lost & found service; their office is 11390-87 Avenue (Education Carpark). Finally, mitts, sweaters, water bottles, etc. are usually just left in the classroom, until the end of term. After that, I don’t know where they go.

There’s usually a lot of lost stuff that accumulates. Please, people, try to hang on to your stuff.

Why aren’t you studying?

The New Chairs

Check out my fancy new ergonomic office chairs. Woot!

A few weeks ago, we in the department were asked if we wanted new office chairs. It's probably surprising that, in this climate of budget shortfalls, such an extravagant expenditure would be possible. Well, there's "hard money" and "soft money." Hard money funds things that are required, like the salaries of staff and faculty, but soft money comes and goes. The recent (and ongoing) budget cuts affect hard money. (Alarmingly, because I am not a professor, I am apparently paid out of soft money. Eek! Keeping fingers crossed!) Anyway, these chairs are funded out of soft money.

I had the option to decline these new chairs and just keep my old ones. If I had done that, I would have saved the university some money. So why did I opt to get new chairs?

Getting new chairs is not a common thing. In fact, it's become a once-in-a-generation event. Literally. The old chairs I had in my office were around since before my time--they were new before I was an undergraduate. Yup, they're around 30 years old. If I had chosen to stick with my old chairs, new chairs might not come around again for another 30 years. If my contract is not renewed, wouldn't the person who inherits my office like to have chairs from this century?
In case you think I'm a spendthrift, I did turn down the offers of new filing cabinets and new desks. (And I'm still going to use my old gray-and-beige chair--I brought this one from home. It was a birthday present that I used at home, but as a spent more and more time in my office, it just made sense to move it to campus permanently.)

On the other hand, I did accept the offer of a box of paper and some "Department of Psychology"-branded pens. Oh, and then there's my iPad 2 that the university... But that's another post.

Why aren't you studying?

UPDATE #1: My fellow Faculty Lecturer, Dr Jennifer Passey, also decided to get a new desk for her office. That is, she wanted to have a desk--period. Since she was hired, she's only had a table to serve as her desk!

UPDATE #2: Almost forgot to mention--I also got a foam rubber brain with "Department of Psychology" on it. Mmm, brains.

UPDATE #3: It's like Christmas! Today in my mailbox, there was a box of pencils, a roll of tape, a staples, a box of staples, a staple remover, paper clips. sticky notes, a highlighter, a ruler, and two red pens. My desk drawer is stuffed!

The Academic Dishonesty

I spent a whole lot of time this weekend writing a letter to the Dean about a case of “academic dishonesty” (i.e., cheating) in one of my classes. This is not fun for me--I do not cackle with glee, exclaiming, “I’ve got you now!” in a Darth Vader-like voice. (I only do that when I’m marking exams--kidding!)

My TA in the course--who is very sharp--noticed that some answers on a written assignment were, um, identical to those on a website you might have heard of: Wikipedia. Now, there’s nothing wrong with going to the Internet to look for answers to a question--I’m googling and wikipedia-ing (?) all the time. What is important is making the right use of your sources.

First of all, this means deciding, is it a credible source? Is the information presented credible? Is it correct? Does it apply to what I’m even looking for?

If you decide to use that information, it is essential (required, OK?) that you make it clear and explicit that the ideas you are presenting are not your own. You cannot just cut-and-paste your answers. No, no, no. At the very least, you must (again, this is required) paraphrase from the original source. That means that you have to put it in your own words. How do you do that? The UofA Libraries have great information on what to do, and how to do it. Student handouts are available at the Guide to Plagiarism and Cyber-Plagiarism.

Here are examples of good and bad paraphrasing, from the Purdue Online Writing Lab:

The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

See the differences? And look how the legitimate version includes a reference to the source of the information. All those names and dates in my courses? Those are citations to who did the research--I certainly didn’t do that study or make up that theory. It would be ridiculous for me to claim that I did.

You also shouldn't, say, hand in another student's work and pass it off as your own. Students may think that's harder to catch, but you'd be surprised. (Sorry, but I'm not going to explain how that works, but it is possible.)

The bottom line for all of this is: Do your own work. There is value in doing that--you’re getting an education. If all you do is cut-‘n-paste (and get away with it), what are you going to do when you’re in a job and have to do work for real? When there’s nowhere to cut from? That’s when you’ll be in real trouble.

Plus, if no one plagiarizes, I won’t have to spend time on the weekend writing letters to the Dean.

Why aren’t you studying?

Suicide Prevention - Getting Help

There were a lot of absences from my most recent exams. Mostly people were sick, although someone did admit to sleeping in (although that was a result of a different problem). So I had to deal with a lot of emails, explaining over and over again exactly what the procedure is when you miss an exam--even though the syllabus has all of that information there. It got to the point where, out of frustration, I just stopped checking my email over the weekend.

When I went back to my email, there were almost two dozen more messages to slog through. One of them, however, was different. It was from the parent of one of my students, explaining how their child had tried to commit suicide. It was quite a sinking feeling to read this email, even though the person didn't succeed. I want to raise awareness about the issue, and the resources that are available to help.

• I Need Help Right Now -- call 780-492-HELP (780-492-4357)
  
  
• SU Peer Support Centre -- "Peer support services for students, or anyone who needs someone to talk to, in-person or over-the-phone"
  
  
• University Wellness Services - Mental Health Centre -- has psychological and psychiatric services available
  
  
• Suicide Awareness & Prevention -- includes risk factors, warning signs, and how you can help