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 New Chairs
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: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.
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).
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
The Electronic Grades
Last term, I submitted my final grades on paper, just like I've done since the first class I taught in 1994. Some things have changed (we're using letter grades now, not the 9-point system, and the format of the forms changed in the 2000s, wooo!), but the process is still the same: I have to take the grades from my spreadsheet file and write them down, one by one, on pieces of paper which I have to physically hand in. It's bizarre to consider that, for courses that have multiple choice exams, the marks live in a digital world from the point that they're scanned onwards. Well, up until the time I have to write them down on paper.
Finally, at long last, we're moving into the 21st century. Starting March 12, instructors can (must!) enter final grades electronically. No more paper forms, no more writing things down. And no more transcription errors. There was this one time that I mis-copied a grade over. From that person's grade down, almost everyone was assigned an incorrect grade. There is a way to fix that--Change of Grade forms--but it was a nightmare for everyone involved. (I was told that this happens often, but that didn't make me feel any better.)
That's not to say that errors won't happen--not all UofA computer systems sort student names the same way. Test scoring, for example, puts Da Silva before D'Allaird, for example. This is opposite to how Microsoft Excel (and the rest of the universe) works. Some advice: if your name has a space, an apostrophe, or a hyphen in it, check your marks very carefully. Even capitals in the middle of the name can throw off the sort.
From the information given so far, it looks like I can click to enter each individual mark or, thankfully, upload a spreadsheet file. The system even allows marks to be imported from Moodle's gradebook. Unfortunately, I think we're still not allowed to post final grades on Moodle. Still, students should notice that final grades will be available on Bear Tracks sooner than before. It's nice to be in the 21st century.
Why aren't you studying?
The BitLocker
On January 5, 2012, the UofA announced new information security policies for the campus in order to comply with Alberta Government requirements that all organizations adopt standard information security controls. As noted on the UofA’s Colloquy Blog, staff are legally required to secure sensitive information. (Yes, I have “sensitive information:” spreadsheets with students’ ID numbers and marks. Potentially, emails are also sensitive information.)
Importantly, this policy is not limited to University-owned laptops (from the memo sent out by the Vice-Provost, Information Technology):
Personally owned and other external laptops storing University personal and/or sensitive information must also undergo disk encryption according to the standard.That’s right--by UofA policy, I must not only secure, but encrypt my own laptop. This fact has royally pissed off a lot of faculty.
The “disk encryption standard,” according to the Laptop Security and Encryption Standard and Guidelines on the VPIT’s website says:
a) Laptops and other mobile computing devices must run a current, fully patched, and modern operating system at all times.Let’s see, a) check, b) check, c) um, no, d) check. Sigh, I guess I have to encrypt my laptop.
b) Users must store documents on laptops in a single specific area only (such as a home folder or directory).
c) The contents of the disk storage area specified in b) must be securely encrypted.
d) Laptops and other mobile computing devices must be configured to ask for a password after any period of inactivity, including after resuming from suspend/standby/sleep/hibernate status and on operating system start-up.
The University Encryption Standards and Instructions on the VPIT’s website states:
The University advises that BitLocker must be configured to use the “TPM + PIN” authentication method.Unfortunately, BitLocker is only available in Windows 7 Enterprise and Ultimate--and I’m only running Professional. Because it’s a personal laptop, I can’t buy Win7 Enterprise, so I had to upgrade to Ultimate. Naturally, the Bookstore was out of copies of the Win7 Ultimate upgrade disks when the policy came out. Once again, the left hand doesn’t know what the right hand is doing. Eventually, they got copies in, so I was good to go.
Encrypting my 500 GB drive took a while; I let the process run while I marked exams. It finally finished, so I rebooted and...error messages everywhere, apps crashing, WTF? My system runs the OS off an SSD and all my data is on a separate, larger hard drive. BitLocker was supposed to pop up a password request during the boot process, but it didn’t because my system--a high-end Dell XPS, only about a year old--doesn’t have a TPM chip. For that, you have to buy Dell’s business-oriented (and very expensive) Latitude line.
It was possible to “unlock” my data drive, but only after bootup was complete, which is too late to get all my apps running properly--they already started up and crashed. Nothing in Microsoft’s documentation makes this clear. Grr!!
I removed BitLocker’s encryption. Unfortunately, there is no easy way to downgrade to Win7Pro, so I’m stuck with Win7Ultimate. I wasted hours of time and a hundred bucks and still don’t have anything encrypted. I'm still going to encrypt my computer, but with some other disk encryption software. Thanks for nothing, Microsoft. Nice job, UofA policy.
Why aren’t you studying?
The Open Comments: 4
It's that time of term again: I'm marking midterms. So I'm going to open this post up to your comments. Can you hear me okay in class? I SAID, CAN YOU HEAR ME OKAY IN CLASS!?
What about those double screens in the classrooms? Are they driving you crazy? (Do you try to concentrate on one, but then keep sneaking a look at the other one, just to see if you missed something?)
Why aren't you studying?
The Green and Gold Week
With the actual Winter Term Reading Week coming up, here's a
n update on the proposed Fall Term Reading Week. It now has the name "Green and Gold Week" attached (or, maybe, "Co-curricular Week"). The final documentation was supposed to go to University Governance last month. A recent email was sent around listing some of the main points in the proposal:
- The break will take place in conjunction with Remembrance Day (November 11th).
- To achieve the break, two instructional days will be dropped and classes will begin one day earlier (normally on the Tuesday after Labour Day).
- Winter Term will also drop two instructional days, to ensure consistency between the terms. The timing of these days is subject to discussions with the Office of the Registrar.
- The break will [...] be filled with academic and non-academic programming.
- The exam schedule and date of the end of classes should not change.
During Reading Week, I'm not usually around--not even for office hours. (I'm not going to spend more time commuting than I am helping students. Oh, and also: no students show up to office hours during Reading Week.)
What would you do during a Green and Gold Week? Attend some of the academic and/or non-academic programming? Catch up on studying? Catch up on sleep?
Why aren't you studying?
The Bookstore
I've had some problems with the Bookstore in the past, but those were issues with the price of textbooks. This year, I had a whole new set of problems.
As you may have read, the UofA changed how it deals with copyright; the deadline for the old regime expiring was August 31, 2011. This change has meant a great upheaval in how instructors prepare coursepacks. Previously, we'd submit a list of readings to SUBPrint, and they would handle the copyright side of things via the UofA's agreement with the licensing agency Access Copyright. But as of September 1, 2011, that agreement no longer holds; SUBPrint now has to contact each individual rightsholder and negotiate an agreement with them. This is probably just as much fun as it sounds. Yeesh!
I submitted my PSYCO 494 coursepacks for Fall, 2011 in early August, and I was warned by SUBPrint that they couldn't simply print off more coursepacks if more students were allowed into my class in September. OK, fine. I asked if it would be a good idea if I also submitted my PSYCO 365 coursepacks for Winter, 2012 before the August 31 deadline. The response was a very desperate, pleading, "YES!" I'd used this coursepack before and hadn't planned on making any major changes to it, so I submitted it, feeling very pleased with myself for being so darn clever. How many coursepacks did I need? Well, the class is capped at 125, so that's exactly how many copies SUBPrint made, and sent them off to the Bookstore.
September came and I ended up with 29 students in PSYCO 494, just one shy of the cap of 30. Whew. Fast forward to January, 2012. The Department bumped enrollment in PSYCO 365 from 125 to 130, but I was confident there would be enough coursepacks; I knew there would be at least 5 students from last year selling their old coursepacks. So I was a bit concerned to hear from an increasing chorus of students that they could not find the coursepack at the Bookstore.
As I was off campus, I called the Bookstore and asked how many copies they had. The nice person who answered the phone went type-type-type and answered "there are 65 left." What the...? Why can't anyone find them? "Hmm," I hmmed to the nice person, "would you mind seeing how many there are actually out on the shelf?" She went away and I waited and waited. And waited. On hold, I killed time by checking my email. She finally came back, sheepishly admitting that there were no coursepacks to be found. As I was waiting, I'd gotten an email from a student who was told by a Bookstore manager that they had "run out" and that the instructor should "get more copies printed." What the...? That's exactly what I couldn't do. And what happened to the ones that were printed off over the summer?
Dialling the phone like a mad-phone-dialling person, I left messages for the SUBPrint manager and Bookstore manager. An agonizing few hours later I got a response: the coursepacks had been located. Where were they? In a box. On the floor. Outside the manager's office.
This ridiculous episode has shaken my confidence in the Bookstore--to the point of me really not trusting them at all any more. There are consistent problems every term getting enough copies of textbooks in (most recently, it happened once in Fall, 2011 term and again this Winter, 2012 term); they usually blame the publisher for shorting their orders. Although I suppose that might happen, I don't know why the Bookstore isn't wising up to this, if it keeps happening.
There apparently is a new director at the Bookstore. Maybe things will improve. I've been told by one of the Bookstore managers that:
"Under our new director, the Bookstore is working on several course material improvements including an enhanced web-based ordering service."Oh yeah, the crappy web-based ordering service. Don't even get me started on that. My confidence is at a low ebb already.
What problems have you had with the Bookstore?
Why aren't you studying?
Loepelmann's Law
It's one of those weeks. I've been clobbered by a nasty cold, my car had a near-death experience (good-bye old clutch, I'll miss you--good times!), and all this talk of budget cuts has me anxiously looking over my shoulder even though my current contract goes until 2013.
*sigh*
I talk about a number of scientific laws in my classes (oy, there are some crappy web pages out there that fail spectacularly at differentiating between a law and a theory--sorry, Wikipedia, no love for you this time). These include Weber's Law, Fechner's Law, and Stevens's Law. (Haven't gotten around to adding Fitts's Law but that's another show.) These ones stick out in my mind because they're so, well...memorable. That's because they've got the names of the people who discovered them in the name of the law itself.
It seems that people who discover new things get those things named after them. I call this "Loepelmann's Law."
Thank you and good night.
(BTW, if you want to have a mathematical theorem named after you--only £15--check out TheoryMine.)
Why aren't you studying?
The Lecture Notes
If you're not already aware (thanks for joining us), I do put my lecture notes online. (Yes, the ones with blanks in them. But this is not about that.) At the bottom of every webpage of lecture notes, there's a little blurb:
This document copyright © 1995-2012 Karsten A. Loepelmann. All rights reserved. Viewing this page is taken as acceptance of the copyright agreement.Yup, that's right: my notes are copyright, and they are free--free as in free beer, not free as in free speech. I have control over the content, which, actually, is taken from sources that are themselves copyrighted (e.g., journal articles, books, magazine articles, and so on). I am allowed to do this under the provision of "fair dealing" in copyright law; because these resources are being used for educational purposes. But I don't want anyone to "steal" my lecture notes, which are the product of many, many hours of work.
I also don't want anyone to profit from my lecture notes. Every so often, someone gets the bright idea of opening a "notes exchange" or registry of some kind. It's been done on campus at least twice before. You give them the lecture notes you've taken in class, and they pay you. They make money by selling those lecture notes to other students. I don't want students in my class to have to pay to get my lecture notes, and I certainly don't want anyone to have old, outdated lecture notes from a previous term. Now, however, there are several notes-exchange websites on the Internet.
Unfortunately, last term some students uploaded my lecture notes to one of these notes-exchange websites and shared them with others in the class. This was a violation of the terms of service of the notes-exchange website, the terms of use for the online storage site used by the notes-exchange website, the Code of Student Behaviour, and a violation of the copyright of my lecture notes.
Oops.
The students who did this, said that they did it to be helpful, assisting students who had posted messages on the course eClass message board asking for notes they missed. That is altruistic and commendable. Except for, you know, all of those violations. They could have just posted the fill-ins words on the message board itself, which would not violate anything. Heck, I'm completely OK with that.
If you miss class, you should try and get the notes from someone else in class. That way, you get not only the "fill-in" words you missed, but any annotations or side-notes that the other person has made (look for someone who scribbles coherent notes all over their printouts). For now, though, I've turned off the message boards on eClass/Moodle, sorry.
Why aren't you studying?
The Grad School
At this time of year, graduate school applications are on my mind, because I'm up to my ears writing letters of reference. Yikes, deadlines!
Students often ask me for inside advice on what graduate committees are looking for--how high their GPS needs to be, who to get letters of reference from, that kind of thing. My answer is: I don't know. I've never been on an admissions committee, and things are different (old man voice) from when I applied to grad school back in the day. Ahem.
So, I asked the Department of Psychology's Graduate Program Assistant, Anita Mueller, for some insight into the process--at least, in this department. Here's what she wrote me [I've added the information in brackets]:
It's not GPA alone that determines admissibility. It's true, we do look for the best and the brightest (the closer to a 4.0 the better) and those are the students who typically are offered recruitment scholarships. The minimum to be accepted into FGSR [Faculty of Graduate Studies and Research] is 3.0. In order to be eligible for recruitment scholarships, you need to have a GPA of greater than 3.7 in the last 2 years (~60 credits) of your undergraduate education. The other things we look at is your GRE [Graduate Records Exam], STATS courses and research experience. Research experience is included in our Honours program under [PSYCO] 498 Individual Study. If you are in the regular stream, you can also get research experience, and it would be listed under the PSYCO 496 individual research. You would however have to find your own supervisor to complete the PSYCO 496. Students who are in their final year of their Bachelor’s degree can apply for scholarships (NSERC [Natural Sciences and Engineering Research Council of Canada], etc). It looks good on the application of you are coming in with a scholarship.Thanks, Anita, for that information. (Yes, I know that the application deadline has passed. You should be looking ahead to next year.) Here are some other things you should know. The Department of Psychology does not offer a graduate program in professional psychology. That is, you can't train to become a clinical or counseling psychologist. (At the UofA, the Department of Educational Psychology has a program in counseling psychology and school psychology, for example. But I've been told that it's now more competitive to get into professional psychology programs than it is to get into medical school. Eep! Psychiatry anyone?)
The Graduate program is very competitive, last year we had 65 applications and admitted 8 students. This year, we have 72 applications and our admissions would be about the same percentage. We also look to ensure that there is a supervisor who is willing to supervise the student. There would have to be fit with supervisor/research and physical space available to accommodate new students. With all that being said, we encourage those students who want to continue into Grad School to get their applications in early as our deadline is January 15 for fall admission.
I hope that somewhat answers your question.
AM
Anita Mueller
Graduate Program Assistant
Why aren't you studying?
What I Did on my Winter Vacation (2011 edition)
I took my family to Hawaii. I know, right? It’s awesome. Palm trees, warm breezes, sunset dinners overlooking the ocean.
Our hotel, the Sheraton Princess Kaiulani, had a lot of family-friendly activities. Kids can help feed the koi fish, make leis, and ego to a free pineapple tasting. The chefs built an enormous German-themed gingerbread village, complete with two model trains. And there’s free outdoor music and hula dancing every night.
Shopping? We were right next to the International Marketplace, so: check. Took a trip to a “swap meet” (read: flea market) which has 700+ vendors located in the Aloha Stadium parking lot, check. Ala Moana shopping centre? Check. And yawn.
Trinkets and T-shirts are as exciting to me as an Internet outage. Me, I love just going to a grocery store to see what’s interesting. A huge pile of papayas! Key lime pie gum! Haupia yogurt! Macadamia nuts! And of course, that delicious Kona coffee--the only coffee grown in North America.
We saw to the zoo, the aquarium, we even went swimming with the dolphins. Well, we tried to, anyway. Turns out some kids get really freaked out when they are within touching distance of 7-foot aquatic mammals, and have to get out of the water immediately. This brings me to...
The bad news. Before you start to both hate me and envy me, let me tell you that this vacation was not all mai tais and hibiscus. Oh, no my friend. There were downsides.
The cost: Hawaii is expensive. From the flight to the hotel to the meals, everything is pricey--even though the CAD-USD exchange rate was holding steady around $0.98.
The beach: I’m not a toss-my-beach-towel-on-the-sand-and-flop-down-on-it-for-the-day person. I’m more of a sit-in-the-shade-and-read-a-book-while-sipping-an-iced-coffee person. I don’t enjoy spraying sticky sunblock all over me; it makes me feel like a licked lollypop that fell onto the floor. And the sand. It gets everywhere. Just...everywhere. But my kids like the beach, so off I go. Oh, and it rained almost every day.
The catamaran ride from hell: It was pretty windy that day (there was a wind advisory, actually) but I didn’t expect our 1-hour tour to hit 8-foot swells. There were free drinks, but when you’re holding on to a railing for dear life with one hand and holding on to one of your children for dear life with the other hand, it’s kinda hard to sip your drink. Plus, seawater splashed into mine. Yuck.
The hotel: I love to sleep--I really do--whenever I get the opportunity. And what better opportunity than a tropical getaway? Alas, Waikiki is not a quiet place. It’s a tradeoff: if you want to be close to a lot of activities, you’ve got to be in the city, with all of its sirens and car horns and trucks beep-beep-beep backing up. Unfortunately, the lanai doors at our hotel were only single-pane glass, which offers no soundproofing. So when the street performers (including, but not limited to, drummers, singers, and what apparently was a troupe of synchronized shouters) started their night shift, we were forced to listen to them, even with 29-dB NRR earplugs. Hilariously, every night, they started just as we were trying, in vain, to put the kids to sleep.
The kids: Think you’re a seasoned world traveler who can handle anything? You haven’t traveled until you’ve traveled with kids. Well, with my kids, anyway. For example, try having the two-year-old decide to start ignoring you, run away, scream at her 129 dB max volume (yes, I measured that; I’m a scientist), and vomit all over her shirt. And this was in the departure lounge before we even got on the plane. Don’t get me wrong, I love my kids. Showing them the diversity of the world is a blast. But it’s not easy. I’m seriously reconsidering Disneyland in 2012, girls.
Finally, I missed Christmas. No matter how much you decorate a palm tree, it ain’t a Christmas tree. I actually started to miss snow. (Really!) And not just that; Christmas is about friends and family. There’s something a bit...hollow about sharing your Christmas dinner with dozens of strangers in a hotel restaurant. Yeah, I’m glad to be back. (Also: the U of Hawaii Department of Psychology has no Faculty Lecturer positions open.)
How was your holiday break?
Why aren’t you studying?
Find It
