Last year, I worked on a research project in my PSYCO 104 classes. (I've referred to it as the "Secret Project", only because I didn't want to influence students too much.) One class was a control, the other was the experimental group. The latter group had to do a lot of extra work.
I made students go to a website (or two). Some websites had students do experiments online, like taking a left-brain/right-brain "test," or making judgments of stimuli that comprised a visual illusion. Next, students had to go online and discuss their findings with other members of their 5-person group. Finally, one person was chosen by the group to submit a summary of the discussion, which was marked. There were 10 of these assignments. These assignments were intended to foster greater engagement with the material: students didn't just go to class and read the textbook. Rather, they had to try and apply what they knew to these online examples, and compare and contrast their findings with that of other students.
The experimental class also used a different textbook that came with a rich set of online tools. The platform, from publisher McGraw-Hill, is called Connect. It included an adaptive testing tool called LearnSmart (which is also available as an app for iOS and Android). LearnSmart asks you questions about things you've read in the textbook, but it also asks you how confident you are before you answer. It's assessing your metacognition: your knowledge of how much you know. One of the things new learners have difficulty with is knowing that they don't know everything. That is, they are overconfident they know it all. LearnSmart was designed to give feedback on your actual learning--not just your perception of it. I chose these resources to make mobile learning easier. That is, you can pull out your phone and do a bunch of LearnSmart questions, which can help you identify the things that you need to work on understanding better.
At the end of the course, both the control and experimental classes were given questions about their experiences. The results are in--and they're posted on the APRIL website. You'll see that, on some questions, there were no differences between the classes. (For example, "Reviewed your notes prior to class" showed no difference--no surprise.) However, other questions related to engagement showed a statistically significant difference (e.g., "Discussed ideas based on your readings or classes with others outside of class (students, family members, co-workers, etc." increased in the experimental class).
I also looked to see if students in the experimental class fared better on exam questions based on my lecture notes. Nope, no difference. (There was a difference in exam means, but there was a confound: The control class used a different textbook than the experimental class. The experimental class's averages were higher, but many exam questions were drawn from the textbook, which was not as "high-level" as the book I used in the control class.)
It's important for me to send out a thank-you to all of the students in my classes who were involved in this project. It wouldn't have been possible without you! I'm still pondering the implications of the results. I think they may have led to one change already: the new textbook adopted by the Department of Psychology this year is published by McGraw-Hill, and includes Connect and LearnSmart. I found it to be very useful (and students have informally told me that they liked it, too.)
Why aren't you studying?
The Research Project: Results
What I Did on my Summer Vacation (2014 edition)
Both my girls played soccer this year, which meant that almost every evening from May to June was a mad rush to scarf down dinner and zip off to a game or practice.
It was worth it, though, to see my girls having fun on the pitch. (Full disclosure: Yeah, it's super fun for me too!) I’m especially proud of my elder daughter and her team, “Whiplash!” They won gold at the Slurpee Cup (U10 Girls Pool D), and went on to pick up a silver medal at the City Finals (U10 Girls Tier 5).
On a perfect evening at Commonwealth Stadium, the girls and us parents watched a couple of U-20 Women’s World Cup matches. My favourite was watching Germany beat the USA. (It was amazing to see Germany play and win the quarter final here, too! And then go on to win gold. But in Montréal, sigh.) I can’t wait to take my girls to the Women’s World Cup matches that are going to be played here next year.
But the highlight of the summer (of the year? of the past 24 years?) was watching the Men’s World Cup. I don’t watch much TV--except every 4 years. Then I go on a major soccer binge, with hope in my heart that Die Mannschaft will earn another star on their jerseys. Which, of course, they did. The day of the final, we were on a weekend beach vacation. But my eldest daughter and I went back to our hotel to watched the game. (I wonder if any other guests heard some insane cheering coming from one of the rooms during the game.)
(I feel a bit sad for Brazil. And Argentina. But not too sad, eh?)
So, yeah, I'm a big fan of Germany. But don't get me wrong: I'm Canadian, born and raised, and I do cheer for Canada first. (Do I cheer for German teams in hockey? Er, not so much. Let me put it this way: If Canada gets eliminated in a tournament, then I'll cheer on the German side. But hey, how often will that ever happen? *crickets chirping*)
Somewhere among all the soccer, I managed to win the Klawe prize (yay me!).
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(Recipients of Faculty of Science teaching awards posing with the Dean of Science.
Photo courtesy of the Faculty of Science.)
The family went to K-Days. Here, I’m about to enjoy a deep-fried Twinkie. (Hey, I only indulge like this once a year!) It was surprisingly good. I’m looking forward to having one again next year. Or maybe I’ll try the deep-fried Mars bar...
(I like this photo because it looks like there's an amusement park ride coming out of my head.
Which would be really cool.)
And we had the requisite beach vacations, at Aspen Beach on Gull Lake. We like it because it fulfills our three criteria: beach, playground, and ice cream. Check, check, check. Our usual destination has been Sylvan Lake, but sadly, the water level is so high there’s really no beach anymore. We did pass through, but we only stopped at the Big Moo for an ice cream.
After that, we visited Ellis Bird Farm, where we saw purple martins, mountain bluebirds, and baby ducks, and enjoyed a nice lunch at the teahouse when it started to rain.
(Guess which kind of bird this is. If you said baby duck, you're wrong.)
I bought a new car--my first in over 10 years--this summer: a hybrid. It was an expensive buy; good thing I still have a job after what happened last year. So far, I like it a lot. It has all-wheel drive, so I'm expecting to like it even more when the snow falls and I don't get stuck in the snow outside of my house again. And miss a midterm. That was embarrassing.
(Photo from Subaru.ca. No, I didn't get it in Plasma Green Pearl. My wife hated it.)
And, of course, I spent every spare moment in between working. On what? Doing data entry/data analysis from my student engagement and mobile learning project. Writing lectures and going to team meetings for Science 100. Reading textbooks and going to meetings for the intro psych textbook committee. And updating the rest of my other courses.
What about you? What did you do on your summer vacation?
Why aren’t you studying?
The New Textbook
Contrary to what you might think, we instructors do not love spending time reading through dozens of introductory psychology textbooks. In fact, the Associate Chair (Undergraduate) was having none of it; something to the effect of “over my dead body.” Yeah, no one loves doing a textbook review. However, there was growing sentiment in favour of looking at new textbooks; this included some pressure from the publishing company representatives (“textbook reps”) who we often deal with, and also their bosses. (There were Marketing Managers and Vice Presidents of publishing companies flying out from Toronto to talk to us.) Next thing I knew, an intro psych textbook review committee was struck, and I was on it. And the Associate Chair is (to the best of my knowledge) still alive.
Our first step was not to gather together every intro psych textbook that’s still in print. Over my dead body. No, literally--that would kill me. That many books would outweigh me by 10 times. And I’d probably retire before I finished reading all of them. (Hint: There are a lot of intro psych textbooks.) No, our first step was to figure out how to reduce the number of books to something manageable.
Plus, we were on a tight deadline. Our committee was put together in early March. Plenty of time to get ready for September, right? But consider this: How long does it take you to read a textbook? Exactly. And then, after the book has been chosen, many of us who teach intro psych change our lecture notes to reflect the content of the new book, make up new exams, and so on. That takes time. So: The sooner we could decide on a book, the better.
But could we even all agree on a single book? For the longest time, there have been two books used by intro psych instructors. It would be ideal if the decision were unanimous, but usually there has been a dissenter going his own way, picking the book he liked best, even if the rest of the committee didn’t. Um, that would be me.
Moving ahead, we decided to narrow the field by asking each major publisher for their best book. That means, among other things, their highest-level book. See, not all intro textbook are created equal. Some are aimed at the community college/high school market. (No, we’re not interested in that--UAlberta is one of the top “Medical Doctoral” universities in Canada.) There are also abbreviated textbooks that fit what we would teach in two single-term courses into one. (That’s not for us, either).
That left us with a shortlist of nine books, from McGraw-Hill Ryerson, Nelson/Cengage, Pearson, W. W. Norton, Wiley, and Worth. Wait, six publishers and nine books? Some publishers submitted multiple entries; some publishers had a new textbook written by American authors, but also a “Canadianized” version of the same book updated by Canadian authors. (A Canadian edition would be nice, but was not an absolute requirement for us.)
Armed with our stacks of books, we cracked them open and started to read. The books are provided to us for free, although many publishers encourage us to read their books online at CourseSmart (an online platform for ebooks).
This, we all decided, would be our criteria for selecting our textbook: The content. Not whizzy cool interactive online this, or shiny neat adaptive testing that, or pedagogically relevant student-tested learning management system the-other. Just the content. Books started to fall by the wayside. All things being equal, we do like to see Canadian content. Many committee members (myself included) required a chapter on genetic and evolutionary influences on behaviour. (Many American textbooks leave evolution out, for fear of alienating potential customers whose religious views would be offended by any mention of Darwin. Tsk.) One committee member made up a list of all the errors that one book had. Not typos, but egregious problems with the content. Yikes.
By early June, we had our list down to, well, one book. Yeah, for the first time since the late 1990s, we were unanimous. It’s a high-level, Canadianized book that’s been around a while. It’s got an interactive online platform (Connect), and an interactive study tool that uses adaptive testing (LearnSmart). The company has even done research to demonstrate the effectiveness of these tools. I’m really happy with our choice: Psychology: Frontiers and Applications (5th Canadian edition), by Michael Passer, Ronald Smith, Michael Atkinson, John Mitchell, and Darwin Muir, published by McGraw-Hill Ryerson. (See the custom edition covers at the top of the page.)
And price? Yeah, we got you covered. Instead of just ordering the hardcopy textbook (half of which is used in PSYCO 104, the other half in PSYCO 105), we asked for a custom edition that split the book in half and is softcover bound; this brings your on-the-shelf price down. In fact, it should be about $80 at the Bookstore, which is about half of what it would be for the full hardcover textbook.
You’re welcome.
Why aren’t you studying?
The New Prep 7: The Evaluation
“I like your website overall and the blog is especially interesting and entertaining”(Yeah, ain't it? And now you're contributing to it!)
“Considering that this was the first time this course is being taught, there is still room for improvement”(Yeah, I agree.)
“I wouldn’t recommend this course to anyone unless they had an interest in psychology behavior mgmt.”(So, the theme here is: You can't please everyone. Or anyone?)
“I only wish there were more higher level courses specifically dealing with Behavioural Modification techniques”
“Dr. Loepelmann is very good with time management.”(OK, people, you're giving me a headache. It's hard to know what to take away from this...)
“- Used class time inefficiently
- Gave no feedback
- Objectives and expectations were vague
- Telling jokes does not equate to being a good teacher”
“The best organized course I have ever taken in my 3+ years of post-secondary. If Karsten was the bar at which all other instructors needed to meet, the UofA would be in serious trouble. It’s so nice to have an enthusiastic extremely knowledgeable prof who isn’t riddled with cynicism and sarcasm.”
“This was a good course, + I learned a lot from it. However, it wasn’t extremely challenging, which was nice, but also made it easier to make this class less of a priority.”(You gotta do what you gotta do.)
“Overall, I loved Dr. Loepelmann. He was really enthusiastic and I greatly looked forward to class. I have received knowledge on a practical way to improve my life through this course.”(O...kay. I'll...try...to...be more...[yawn]...enthusiastic.)
“You’re a very enthusiastic prof, you make class a lot more interesting”
“The teacher could be a lot more enthusiastic. He seemed tired and did the bare minimum to explain concepts. Try to be more creative!”
“I liked the many videos shown in class and the numerous case studies and research projects incorporated into the notes; they made it easier to see how material taught in this course can be applied in practical, real-life situations”(Thanks. It's these kinds of comments that make me think I've got the best job in the world.)
“The self-management project was a terrific addition to the class. I was a little stressed about it, but once I got into it I realized how valuable it was helping bring all the theory we were learning to life.”
“Ultimately, I thought the course material was great. I applied some shaping and fading when I taught my piano students some techniques. For me, this is probably one of the many classes that I have taken that I can apply to life.”
“Much of the material in class was not applicable to real life situations. I found that when I left class, little of the material could be translated to situations outside of a lab or classroom.”
“If anything could be changed I would suggest making the self-management project out of more % towards the final grade.”(Thanks for that feedback; I am considering changing that.)
“This course makes me want to drink at 11am. Prof is good though”(Drink? Drink what? Red Bull? Coffee? Oh, that kind of drinking. Is that a good thing? Party on!)
“We need to watch more videos of animals doing tricks”(Wait, was it the videos of animals doing tricks that was a waste? Or was it the videos of my last vacation? Please be specific.)
“Some videos we watched in class seemed like a waste”
“You’re so cute”(No I'm not. I have zero chili peppers on RateMyProfessors.com. Therefore, I am not cute. Well, at least, I'm not hot. And I'm okay with that. I wouldn't want my dazzling hotness to distract anyone.)
“Who was the fattest knight at King Arthur’s Round Table? Sir Cumference”(A math joke? It'll do. Here's one for you: Where do math teachers go on vacation? To Times Square!)
“Will you merry [sic] me?”(Because merry is not a verb, I'll assume you mean marry. My wife wouldn't like that. But thanks for the thought, dude.)
“Yo dawg, you be straight flexin’”(Thanks to Google, I understand your meaning. I mean, Word!)
Why aren't you studying?
The Awards: 10
I was also named to the brand-new Faculty of Science Instructors of Distinction Honor Roll. This award is decided upon by a secret cabal within each Department in Science. Or nominated by their peers, or something like that. You can check out my name (spelled correctly!) on the wall outside of CCIS 1-440, along with my Department of Psychology colleague Anthony Singhal and instructors from other Science Departments. Or just check out this photo:
On the wall are also names on the new Students' Choice Honor Roll which is based on student evaluations. (The median student rating for every item on the USRIs must be at or above the 75th percentile--wow!) Congratulations to Sheree Kwong-See, Crystal MacLellan, and Anthony Singhal. No, I did not get on that honour roll, which shows that I still have work to do!
The new Lifetime Honor Roll included Prof. Charles Beck from psychology. Congratulations!
Why aren't you studying?
The Klawe Prize (Update)
OK, so you know how I say I'm not bragging about the awards I get? And if I were bragging, I'd show you a picture of my awards? Well, here's a picture of my Klawe award!
It's really hard to get a good picture of it, being all transparent and reflective. (Who wants to see my mug reflected in this beautiful award?)
It turns out that the award presented to me at the awards ceremony had two errors--and they weren't misspellings of my name (shock!). The original misspelled Kathleen W. Klawe's name (as "Kathlene"), and was apparently for "Outstanding Qualities in Graduate Mentoring" (as opposed to "Outstanding Qualities of Teaching Large Classes"). Oops.
It's taken a month to get a replacement, but it's all good now. In fact, they're letting me keep the original, incorrect award ("Use them as bookends" the nice lady at the Faculty of Science told me. LOL!) Nah. Maybe if I win another award, then I'll use them as bookends.
Why aren't you studying?
The Klawe Prize
The Klawe prize is awarded in alternating years to instructors in the Faculty of Arts and the Faculty of Science. In Science, it had previously been won only by instructors in the Department of Chemistry.
Awards like this are very competitive; that is, many people apply. You have to submit a package, making the case why you think you deserve the award. I want to thank Prof. Elena Nicoladis and Kerry Ann Berrisford (Undergraduate Advisor, Science) in the Department of Psychology for putting together my application. I merely contributed my story--that is, my teaching philosophy document. (It sounds high-falutin’, but it just describes what I do, how I do it, and why.)
I’ve taught a lot of large classes in my career. How many, I don’t know. (What do you consider a “large class”? Over 100 students?) I never wanted the size of a class to be a barrier to learning. As a student, I took a lot of large classes. Some of those were good; some were great. I learned that it was possible to have a great in-class experience with an instructor who maybe took chances, pushed the limits of what they could do, and really loved what they were doing.
That’s not to say I’m a big risk taker, living on the edge; I talk (lecture) a lot. But I also do try to have hands-on experiences--even in big classes. For example, I assign self-management projects (in behaviour modification classes) and “virtual” computer-based labs (in perception, and cognitive psychology classes). Of course, these all have to be marked, so I also want to send out big thank-yous to the TAs who’ve dived in to the deep end and done a ton of marking this year (especially Jeffrey, Amelia, Yang, and Cheryl, with assistance from Cory and James).
I’m not a big spotlight hog, so it’s good that I don’t get to make an acceptance speech. I just want to say, thanks!
Why aren’t you studying?
Update: That's Associate Dean Glen Loppnow and me in the photo. I'm hoping some of his skill in teaching rubs off on me!
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