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kedves
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« Reply #105 on: October 29, 2009, 03:53:13 PM » |
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Is "editing" a euphemism? Why do I never know these things?
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higherandhigher
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« Reply #106 on: October 29, 2009, 04:30:23 PM » |
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What sort of lab is this where (seemingly) endless "editing" goes on? Is it some sort of Rhetoric Lab in a think tank? Seriously, I'm in the humanities and I've never heard so much about *writing* and *editing* in relation to lab work in my life. Writing up results is one thing but really...is this the main function at this so-called lab?
Applied Psychology, based on a previous thread of the OP's: http://chronicle.com/forums/index.php/topic,62541.msg1357074.html#msg1357074 |
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bread_pirate_naan
Preposterous
Distinguished Senior Member
Posts: 5,255
softwears
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« Reply #107 on: October 29, 2009, 04:43:27 PM » |
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Snowstorm's bestest gradfriend was also in psychology. |
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In unrelated news, I'd like a slice of cake. --corny / It will go great. --jackalope
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the_honey_badger
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« Reply #108 on: October 29, 2009, 04:47:51 PM » |
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Snowstorm's bestest gradfriend was also in psychology. Well...no, I will not shoot fish in a barrel. I will not shoot fish in a barrel. I will not shoot fish in a barrel. [I'm trying to be a better person] |
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_____________________________________
"Honey badger don't care."
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qrypt
Qryptacular & not really a Member-Moderator
Distinguished Senior Member
Posts: 5,212
the great vampire squid round the face of humanity
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« Reply #109 on: October 29, 2009, 05:02:29 PM » |
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Snowstorm's bestest gradfriend was also in psychology. Well...no, I will not shoot fish in a barrel. I will not shoot fish in a barrel. I will not shoot fish in a barrel. [I'm trying to be a better person] See quote from Madhatter in sig below. |
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"I'm tired of being your love slave!"
"Does that mean I'm not going to get my coffee?"
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polly_mer
teaching science to the masses one person at a time
Distinguished Senior Member
Posts: 28,389
Do you want a career in science? Sure, you do!
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« Reply #110 on: October 30, 2009, 06:34:27 AM » |
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What sort of lab is this where (seemingly) endless "editing" goes on? Is it some sort of Rhetoric Lab in a think tank? Seriously, I'm in the humanities and I've never heard so much about *writing* and *editing* in relation to lab work in my life. Writing up results is one thing but really...is this the main function at this so-called lab?
Even in the physical sciences, if you're not spending a substantial amount of time writing and editing, then you are missing out on much of the research experience. Don't be so dismissive of the requirements to write up results for publications. Like any other substantial piece of writing, the literature review and multiple drafts required to get something in publishable form are substantial. 50 to 100 hours of effort after gathering the data is not unreasonable for a ten page publication in a second tier journal. While the OP is deluded on many counts, her description of her work in the lab is reasonable based on the undergraduate laboratory researchers I have known. |
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It is only a match if you shout back. Otherwise it is your colleague acting like a lunatic.
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grasshopper
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« Reply #111 on: October 30, 2009, 06:38:16 AM » |
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Pathanalysis, I'm confused. I read through some of your previous posts. You're an undergraduate, but teaching freshman seminars? How does that work?
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kedves
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« Reply #112 on: October 30, 2009, 06:48:09 AM » |
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Pathanalysis, I'm confused. I read through some of your previous posts. You're an undergraduate, but teaching freshman seminars? How does that work?
I have been wondering about that, too. It seems to be a very unusual university. |
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polly_mer
teaching science to the masses one person at a time
Distinguished Senior Member
Posts: 28,389
Do you want a career in science? Sure, you do!
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« Reply #113 on: October 30, 2009, 06:58:43 AM » |
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Pathanalysis, I'm confused. I read through some of your previous posts. You're an undergraduate, but teaching freshman seminars? How does that work?
I have been wondering about that, too. It seems to be a very unusual university. No, it's not. It's just a progressive university. All of the things that the OP states are possible at universities that I have attended or taught at. One of the trends in some fields is to have advanced undergraduates lead discussion sections for less advanced undergraduates. The idea is that students just a few steps ahead will be able to share tips and ideas about how to succeed and that other students will listen because it's not the professor proclaiming something, but instead a genuine student is sharing from that student's recent experiences and often no grades are kept so that this method provides a safe, comfortable place for students to get help with parts of college that visiting a professor may be too intimidating to face. Our psychology department is a huge proponent of Supplemental Instruction (a national program in which undergraduates teach other undergraduates in a discussion section) so again, whatever the OP's failings, this is possible and rings true to me. As I've mentioned above, undergraduates in labs that I have been in have done substantial work and published papers in journals. The only thing in the OP's posts that is incredible is her failure to recognize that her arguing with us as authority figures does not bode well for her being able to accept her role as subordinate in the classroom with the graduate student. The rest of her posts do jibe with my experiences; she just needs to get that last bit of self-awareness of situational status and authority. |
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It is only a match if you shout back. Otherwise it is your colleague acting like a lunatic.
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grasshopper
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« Reply #114 on: October 30, 2009, 07:04:08 AM » |
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One of the trends in some fields is to have advanced undergraduates lead discussion sections for less advanced undergraduates. The idea is that students just a few steps ahead will be able to share tips and ideas about how to succeed and that other students will listen because it's not the professor proclaiming something, but instead a genuine student is sharing from that student's recent experiences and often no grades are kept so that this method provides a safe, comfortable place for students to get help with parts of college that visiting a professor may be too intimidating to face.
Interesting. How long has this been going on, do you know? Does anyone know what the results have been? |
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kedves
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« Reply #115 on: October 30, 2009, 07:14:22 AM » |
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The OP emphasized in a past post that the OP is a teacher, not a TA (which is what I'd call a discussion-section leader). Maybe it is a difference in job titles--or a characterization of the role in the manner that Polly mentions.
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« Last Edit: October 30, 2009, 07:15:30 AM by kedves »
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polly_mer
teaching science to the masses one person at a time
Distinguished Senior Member
Posts: 28,389
Do you want a career in science? Sure, you do!
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« Reply #116 on: October 30, 2009, 07:20:43 AM » |
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One of the trends in some fields is to have advanced undergraduates lead discussion sections for less advanced undergraduates. The idea is that students just a few steps ahead will be able to share tips and ideas about how to succeed and that other students will listen because it's not the professor proclaiming something, but instead a genuine student is sharing from that student's recent experiences and often no grades are kept so that this method provides a safe, comfortable place for students to get help with parts of college that visiting a professor may be too intimidating to face.
Interesting. How long has this been going on, do you know? Does anyone know what the results have been? The OP emphasized in a past post that the OP is a teacher, not a TA (which is what I'd call a discussion-section leader). Maybe it is a difference in job titles--or a characterization of the role in the manner that Polly mentions.
Supplemental Instruction has a fifteen year history and requires extensive training to become a student leader, which may be classified as a teacher depending on the school. Many of the science education research groups including those at University of Washington and CU-Boulder are strong proponents of having undergraduate teaching assistants for low level classes and those programs have multiyear histories. I cannot post on a public forum the data I have in my possession about a school that has been using Supplemental Instruction for several years, but the results are pretty good for science and math classes in which traditionally large numbers of non-major students get grades of D, W, or F with distressing frequency. In head to head comparisons, sections without the undergraduate assistants have DWF rates of 40 to 70% while those with the UGA have DWF rates of 10 to 25 %. The additional help through small group discussion with extra problems or explaining the really hard concepts in greater detail using student language seems to pay benefits. Having other students discuss how to study for these classes seems to hit home in ways that having the professor say the same thing does not. |
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It is only a match if you shout back. Otherwise it is your colleague acting like a lunatic.
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notaprof
Not a
Distinguished Senior Member
Posts: 10,934
Notaclique: You can only join if you don't want to
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« Reply #117 on: October 30, 2009, 07:50:14 AM » |
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One of the trends in some fields is to have advanced undergraduates lead discussion sections for less advanced undergraduates. The idea is that students just a few steps ahead will be able to share tips and ideas about how to succeed and that other students will listen because it's not the professor proclaiming something, but instead a genuine student is sharing from that student's recent experiences and often no grades are kept so that this method provides a safe, comfortable place for students to get help with parts of college that visiting a professor may be too intimidating to face.
Interesting. How long has this been going on, do you know? Does anyone know what the results have been? The OP emphasized in a past post that the OP is a teacher, not a TA (which is what I'd call a discussion-section leader). Maybe it is a difference in job titles--or a characterization of the role in the manner that Polly mentions.
Supplemental Instruction has a fifteen year history and requires extensive training to become a student leader, which may be classified as a teacher depending on the school. Many of the science education research groups including those at University of Washington and CU-Boulder are strong proponents of having undergraduate teaching assistants for low level classes and those programs have multiyear histories. I cannot post on a public forum the data I have in my possession about a school that has been using Supplemental Instruction for several years, but the results are pretty good for science and math classes in which traditionally large numbers of non-major students get grades of D, W, or F with distressing frequency. In head to head comparisons, sections without the undergraduate assistants have DWF rates of 40 to 70% while those with the UGA have DWF rates of 10 to 25 %. The additional help through small group discussion with extra problems or explaining the really hard concepts in greater detail using student language seems to pay benefits. Having other students discuss how to study for these classes seems to hit home in ways that having the professor say the same thing does not. This makes lots of sense for this generational cohort. They think they know everything already so they would listen to their peers first. They have often taught their elders to use lots of technology that they grew up knowing from birth. They are inheriting a world pretty screwed up by those same elders so perhaps they don't have much confidence in anyone over 30. "Don't trust anyone over 30." Now, where have I heard that before? |
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« Last Edit: October 30, 2009, 07:51:42 AM by notaprof »
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I am sick and tired of following my dreams. I think I'll just ask them where they are going and catch up with them later. Mitch Hedberg
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barred_owl
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« Reply #118 on: October 30, 2009, 08:09:01 AM » |
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Just to chime in here regarding SI--my personal experience having SI student instructors in my intro classes was great, and very much in line with Polly's description. Part of the intensive training to which Polly referred included (at my uni.) the requirement that the SI instructors sit in on the class(es) they taught--a win-win for the SI instructors and the students in the class.
We don't know, do we?, if our OP is an SI instructor, but I suspect it doesn't matter much anymore.
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...I can't help rooting for the underdog underbird. |
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big_giant_head
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« Reply #119 on: October 30, 2009, 03:06:59 PM » |
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Yes, yes, SI works very well in a lot of fields. But...what did the chair say?
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carthago can haz delenda
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