November 7, 2012, 7:00 am
I’m really excited to be working next semester as a co-PI on a National Science Foundation grant with my Grand Valley State colleagues Scott Grissom (Computer Science), Shaily Menon (Chemistry), and Shannon Biros (Chemistry). We’re going to be interviewing a large number of GVSU faculty to try to understand why some of us adopt research-based instructional methods like peer instruction and why others don’t.
As we were putting together the grant proposal earlier this year, one statistic really impressed the importance of this study on me. GVSU is a fairly big place – we have nearly 25,000 students on multiple campuses with both undergraduate and graduate degrees offered. I don’t know how many sections of courses we offer in a given semester, but it’s got to be in the thousands. We have over 40 sections currently running for just College Algebra! And yet: How many sections…
July 5, 2012, 4:13 pm
Amid all the shuffle of the #mtt2k phenomenon and my piece on Khan Academy this week — which is well on its way to being the most-read and -retweeted article I’ve ever done — Konstantin Kakaes put up a response to critiques of his Slate piece on educational technology. In it, he addresses both my critique and that of Paul Karafiol. I wanted to give just a few counter-critiques here. I haven’t had a chance to read Paul’s piece, so I’m just going to focus on the part of the response that referenced my post. (Here’s the full post I wrote about the Slate article.)
Let’s go back to the original Slate piece, which said:
Though no well-implemented study has ever found technology to be effective, many poorly designed studies have—and that questionable body of research is influencing decision-makers.
The Slate piece suggests that researcher bias, brought on by having a financial stake in…
June 27, 2012, 11:52 am
Slate magazine has been running several articles on education this week, including two today that are of interest. This one by Konstantin Kakaes is worth looking at more closely, if only because it somehow manages to gather almost every wrong idea about technology in education in existence into a single, compact article.
The piece proposes that the effort to increase the use of technology in education “is beginning to do to our educational system what the transformation to industrial agriculture has done to our food system over the past half century: efficiently produce a deluge of cheap, empty calories.” I’m not sure which “effort” Kakaes is referring to, since there is no single push being coordinated from a secret underground bunker that I know of, and some efforts are better-conceived than others. But nevermind.
There are two overriding conceptual errors that drive this article…
April 10, 2012, 8:00 am
In peer instruction, students are given multiple choice questions to consider individually, followed by an individual vote on the question using a clicker. That’s followed up by a small group discussion which is followed by a re-vote. Typically the percentage of students getting the correct answer to the question jumps, often in my experience with nearly the entire class converging on the right answer following discussion. But does that jump happen because peer discussion helps students understand the material better, or because students with a weaker understanding are socially influenced by students with a stronger understanding?
This research paper has some data that suggest the former. The authors administered 16 different sets of PI questions to a large-lecture (n = 350) physics class. The questions were given in pairs of “isomorphic” questions, having different contexts and…
February 9, 2012, 8:48 pm
Today I was excited to attend the startup meeting for a faculty learning community on the scholarship of teaching and learning (“SoTL”) here at GVSU. This group is sponsored and facilitated by our Faculty Teaching and Learning Center; it consists of the FTLC director and fellow faculty members from philosophy, history, computer science, and movement sciences. (And me.) Together over the next calendar year, we’re going to be working together to help each other develop research questions and projects in SoTL and serve as a sounding board for each others’ ideas.
I’ve been an end-user of SoTL for a long time and have done a lot of you might call “scholarship” in SoTL — for example all the writing and speaking I’ve done about the inverted classroom and clickers — but I’ve not done what I consider actual research in SoTL. One of the reasons I came to GVSU was to have the time, space, and …
May 15, 2010, 11:41 am
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I’ve made it to the end of another semester. Classes ended on Friday, and we have final exams this coming week. It’s been a long and full semester, as you can see by the relative lack of posting going on here since around October. How did things go?
Well, first of all I had a record course load this time around — four different courses, one of which was the MATLAB course that was brand new and outside my main discipline; plus an independent study that was more like an undergraduate research project, and so it required almost as much prep time from me as a regular course.
The Functions and Models class (formerly known as Pre-calculus) has been one of my favorites to teach here, and this class was no exception. We do precalculus a bit differently here, focusing on using functions as data modeling …
September 29, 2008, 6:20 am
This is the third installment of Monday GTD Moment, where I take a post to blog about Getting Things Done and how it applies in an academic setting. If you’re unfamiliar with GTD, here’s a good overview, and make sure to read David Allen’s book that started it all.
Last week I wrote about grading and GTD. I noted that grading is kind of a poor fit in traditional GTD. A prof can grade anywhere, so the idea of contexts fits awkwardly; and grading “tasks” are usually projects, although we think of them as tasks and although the next actions contained in those projects are usually nothing more than smaller projects. GTD wasn’t really made for the academic profession, and so the staple activities of academics don’t often fit well.
Another area similar to grading in its relatively poor fit within the canonical GTD philosophy is research, or more generally scholarship. By “scholarship” …
July 4, 2008, 6:07 pm
Good article here at the Chronicle on balancing teaching with research, from a neuroscience professor who makes it work for him.
The reality of modern academe is that, no matter what your institutional affiliation, the time you can devote to research is being squeezed by multiple competing demands. No simple solution to that problem exists for any of us. But I have found that rethinking the nature of our professional commitments, such that teaching activities bleed into research ones (and vice versa), can be an effective way to reduce the time crunch. Academics describe their workload of scholarship, teaching, and service as if those were entirely separate entities. In reality, the line between teaching and research is usually much fuzzier.
Read the whole thing, in which Prof. Gendle writes at length about the potentially prosperous symbiosis between teaching and research. He points out …
April 5, 2008, 9:53 am
My busier-than-usual Spring Break is all but over with. Here’s a brief update.
The ICMC went off much better than it looked like it was going to. This was my first of a three-year stint as Student Activities Director for the Indiana section of the MAA, and while my predecessor was really great an answering my questions about how to organize the ICMC, he could only answer the questions I could think of, and the un-thought-of questions were starting to pile up at an exponential pace the week before the contest. But with the generous help of Mike Axtell, who — sadly — is leaving the Indiana section for a new position in Minnesota, all the logistics went off just fine and we had no major incidents. Kudos to the Purdue, Rose-Hulman, and Taylor teams who finished first, second, and third respectively.
That was last weekend. On Tuesday and Wednesday of this week I had a very nice time at
October 5, 2007, 8:29 pm
So I spent the entire day today up the road at Butler at an NSF workshop for people interested in writing grant proposals. It was very informative, and it was especially helpful to have most of the actual program directors there in person — all of whom were friendly, very down-to-earth and open to talking with faculty grunts like me. (One request for the NSF folks, though: Please, for the love of God, consider the 10/20/30 rule for your presentations. Four straight hours of 40+ slide Power Point presentations done in 20-point font almost (but not quite) drove me crazy. Thanks.)
What I wanted to blog about right now, though, isn’t the NSF stuff per se, but more about the feeling I always seem to take away from conferences or workshops like this where there are a lot of people who actually do research. The feeling is one of being on the outside looking in, of being past my prime.