yes, I am alive

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While I haven’t been writing much for this blog, I have been furiously writing and editing and writing and editing my thesis proposal.  Microsoft Word makes it a lot of fun, especially when images jump around and stick to the top of the page. Oh well. As a small break in writing, I bought and watched the PhD Movie:

It was kind of comforting, depressing and amusing at the same time. This semester has flown by, as have the last three years of this PhD and I have so much left to accomplish.  I think I’ll go sit in the corner and rock back and forth for a little while.

blackboard, webct and other nasty things

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Oh, Blackboard, you can be so useful, but at the same time, fill me with rage. It’s not all your fault though.  The response is mostly due to past courses, which have used WebCT/Blackboard in horrible or completely pointless ways. The late nights trying to get Blackboard to accept my chemical formula equations as correctly formatted answers can still haunt my dreams. To lose points on a quiz because of a technology input error instead of a science error is absurd. Too many of my science lab courses turned into technology courses instead.

So perhaps my view of Blackboard and its like are tainted before I can ever use them as a professor.

This post will likely come back to haunt me, as one of those “well, I’ll never do x, y and z” type of things. However, I honestly cannot see myself, in the future (hopefully) as a lecturing professor, making full use of every component of a website such as Blackboard. I could seem items such as a syllabus and current grades on the website and perhaps some minimal documents, but I don’t think that I would ever throw my PowerPoint or other lecture materials on the internet in such a fashion. This would be for several reasons.

In the “Biochemistry Supercourse” on the medical campus, the lecture hall should be full of 150ish premed and graduate students.  However, the only time I saw that many students was on exam days. The course had powerpoints up on blackboard as well as course recordings. You’d never have to actually be present in that lecture. I can understand the benefits to this.  If your notes weren’t well written or you wanted to hear a concept explained again, you could actually listen to the audio or watch the video of the lecture. That would be fabulous for studying purposes and going back over your notes to make sure that you didn’t miss anything.  However, it was mostly used by students who did not attend the physical lecture and instead, turned the course into a distance ed course. They only showed up for exams.  The lecture room was especially empty the day before exams:

If not uploading lectures to Blackboard keeps the lecture hall full, so be it. I’d be happy to have the lecture PowerPoints printed out and kept in a binder in my office.  That way, students who felt like they missed something could take a second look and students who missed the class could also see them. However, they would not be able to expect to only walk into the lecture room on exam days. I could also forbid the lecture binder from leaving my office.  Students would have access to it, but be unable to mass photocopy it.

Perhaps this sounds insane and harsh, but as I’ve read on the Chronicle’s forums, other lecturers have the same system and it seems to work for them. Blackboard should subtly enhance the learning process, not replace the lecturer.

active learning in the classroom

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I’ve taken an obscene amount of undergraduate course hours.  (That tends to happen when you have four BS degrees.) The vast majority of my time in those lecture courses was spent in the following manner: I walked into class, found my usual seat and for the next 50 minutes, I did my best to write the notes I was seeing and hearing. Occasionally these 50 minutes were interrupted by a student raising their hand to get clarification on a topic. Rarer still, the instructor poised a question to the class, where one brave student would answer and we would be allowed to continue on with the lecture. To be perfectly honest, I liked those classes.  I was a fan of the 150 student courses (in my major at least) where I could get the information without much hassle and then study for the exam in peace. So perhaps I’m not the best when it comes to active and engaging learning.

Dr. Richard M. Felder shows some examples of group work in a lecture that can lead to active learning in addition to the traditional lecture.

 

There are several other good videos on YouTube of examples of active learning in various subjects. I definitely see how it can be useful for the students and help break up a long lecture.  As one instructor described, it also made lecture more interesting for her. Getting students more involved in a lecture is something I should look into, because it wasn’t my experience for how lectures were taught.

pinning for higher education

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Okay, I admit it.  Pinterest (in addition to Pandora, Twitter, Facebook and Reddit) is one of the tabs that is always open in Chrome while I’m working in the lab. It’s dangerous. Are you hungry?  You will be if you check out the food section. Have extra money in the bank?  You won’t if you click on home decor, clothing or diy/crafts. It’s a crowdsourced, constantly updating stream of neat ideas and cute animal pictures.

So how does Pinterest work in higher education? Check out what Oberlin College has been able to do with Pinterest. They’re able to showcase some of the more visual aspects of their school in addition to showing off some of the work done by students and professors.   Or, check out this popular architecture board. Need to get your cute animal fix for the day?  There’s a board for that!

Pinterest’s strength is clearly within the visual mediums. Successful pins grab attention as users scroll down the never ending page. I’ve seen plenty of pins where the pictures don’t accurately represent the link or are of a generic website logo.  Those aren’t going to get clicked on. If what you’re trying to link doesn’t have a flashy/pretty/eye catching picture to accompany the article or page, it’s just not going to be seen.

Additionally, subject matter makes a phenomenal difference on Pinterest. Just before I started writing this, I pinned a humorous Harry Potter related picture.  So far, it’s been repinned by strangers onto their boards 50 times. At the same time, I pinned an article that just came about about triceratops anatomy and locomotion.  I thought that it was very interesting, but Pinterest did not. However, just because the dinosaur article received no Pinterest love, doesn’t mean that pinning it onto my Science board was not worthwhile. It was an interesting article and I may want to show it to other dorks in the future.  When I pin pictures and links onto Pinterest, the intent is that it is a way to organize ideas and things on the internet so that I can personally find them later. I have boards full of recipes that I want to try out.  It’s a great way to save and curate those links. It doesn’t have to be a popularity contest.

Pinterest is dangerously addictive and fabulous for personal use.  However, will it really be that useful for teaching in higher education?  I’ve seen great boards full of ideas and lesson plans for teaching in K-12.  I think that’s great. But is Pinterest really going to work for a biology undergraduate class?  It may.  It could be a way to collect interesting articles, videos and pictures related to a specific subject or course section. Or, it could just be noise in addition to the already mountainous course material. Pinterest could easily go either way depending on the class and the instructor. It could be a great way to curate a collection of practical applications, news articles and videos for the students.

I also think that it could be one more thing that the students would have to keep up with for an overzealous professor.

14 february

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I love science, so here’s to the nerds.

As a historical side note, it’s too bad that we don’t still celebrate Lupercalia on the 13th through 15th.

Lupercalia, of which many write that it was anciently celebrated by shepherds, and has also some connection with the Arcadian Lycaea. At this time many of the noble youths and of the magistrates run up and down through the city naked, for sport and laughter striking those they meet with shaggy thongs. And many women of rank also purposely get in their way, and like children at school present their hands to be struck, believing that the pregnant will thus be helped in delivery, and the barren to pregnancy.

Fun!

 

tweets and textbooks?

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I first joined Twitter in 2009 after a few of my online friends from a message board signed up.  It was a great format to quickly share goofy thoughts, pictures or ask questions.  Not only could I easily keep up with details of my friends’ days, I could follow news agencies for quick notification of world events and follow random celebrities to see what mundane things they had for breakfast. However, my favorite celebrities are the renowned scientists that I get to follow.  For example, I have a serious science crush on Dr. Neil deGrasse Tyson.  His twitter feed is full of random astronomical facts, science in media and politics and other geeky bits of awesomeness. I’ve also made use of Twitter for various trips, such as for a backpacking trip through Eastern Europe that I took two years ago with my roommate from undergrad. Phone calls were too expensive, but free

WiFi was plentiful and I could send quick updates about my status and even send pictures home easily. I was kicked off my flight in Romania due to overbooking, but with Twitter, I was able to get my family’s attention and let them know what was happening.

So Twitter has been a great resource for my own personal use, but what possible role could Twitter have in the higher education classroom?  Usually, if students are on Twitter in class, it’s because they’re not paying attention to the professor. How can 140 characters be effectively used in an academic setting? I’ve personally never had a course that made use of Twitter in any way. The professors currently employing Twitter in their classrooms seem to use it as an announcement feed or as a way to generate discussions about the course material.  I could see myself using a medium like Twitter to send out course reminders and to quickly and easily answer student questions. I feel that the trickier part is the use of Twitter for course discussion.

Having a hashtag for your course would be a good way for students to continue the conversation outside of class hours and to have an online study group of sorts. A current trend is to actually use Twitter during class sessions.  An interesting example of how this works is for a film class at Bridgewater State University.

You can actually see how the class tweets went along with a film screening for The Shawshank Redemption. However, if you check out this professor’s other course on Twitter, COMM240, you see noise.  Oh my word, so much noise.  There are a few tweets on topic and some questions about assignments, but most of the tweets with the hashtag are completely inane and pointless. Meaningful, on-topic tweets are lost in the mess.

The Chronicle has a good article on Twitter, though dated since it was published in late 2009.  They cover some stories of the professors using Twitter as a back channel during the class period. For many subjects, this seems like a great way for students to discuss the topic without interrupting class and for shier students to ask questions without some of the social anxiety. To ensure that I sound like a broken record, I think that less discussion would happen during a pure science lecture course.  I know that I was always too busy writing notes in lectures to do much else.  I do think that questions could be asked on a science course feed, either during the lecture or after. Students are going to have questions about lecture material, regardless of the subject. It would also be a good medium to discuss difficulties with a concept or to get subject questions answered by fellow students or the professor.

As a professor, I could see myself using a course hashtag and letting the students decide how much they’d like to use it.  If they find it beneficial, fabulous.  I would absolutely monitor the feed and answer students’ questions after class. However, use of a Twitter feed during class is still something that I can’t see in my courses. Perhaps I would  if a TA was watching the feed and saw a question that needed to be answered during the lecture period.

Though, if a question is that urgent and a large enough part of the class is confused, I think an older technology would come into play: raising their hand.

student engagement

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Ouch.  Though if you add in lectures and office hours to the panel on the right, that’s a more accurate description of my experience and it’s not quite so painful of a picture of higher education. My professors usually also did have interesting stories or tidbits of information that we wouldn’t have gotten from a book.  I’m sure that plenty of people have experienced this to different degrees, but I have been relatively lucky with the my courses.

My large 100-200 student science courses were always accompanied by smaller groups in lab settings or problem sessions. So even if the lectures were pure “listen and take notes”, there was a setting in which we could discuss the topics and test our understanding. Yes, sometimes this was with a TA, but they were knowledgeable about the subject.  If you absolutely had to speak with the course instructor, there were office hours or email.

I think that the Seven principles for good practice in undergraduate education can be achieved in these large lectures with the inclusion of a lab or problem session. Courses with hundreds of students are not the best place  to try and engage every single student. It’s a time in which material can be introduced and explained. Follow up smaller sessions and study groups are more appropriate times for engagement. Professors can get a much better feel for the student’s grasp on the material in this setting and students usually feel more comfortable asking questions.

Of course, I think that the fact that hundreds of students in a lecture is normal for plenty of science courses is something to be considered. It doesn’t have to be that way.   A smaller college can have small courses for these subjects where engagement can occur in the lecture setting. Larger universities can split up these monster courses into ten different sessions.  However, that means spending money on more lecturers and finding classroom space for all of these new classes.

Though I think that students would be better severed by small classes with more discussion, I don’t see that shift happening soon in the larger universities.

public perception of scientists

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If you ever do a google image search for scientists, you’ll see a page of (mostly) men in white lab coats, staring at beakers. We seem to be a boring, homogeneous bunch of folks who like looking at colored water all day.  The stereotype of scientists in TV and film has luckily improved some since the 1980s. A 1985 report on scientists on television found the following:

For every “villainous” scientist identified in the data, there were five “virtuous” ones. However, for every bad doctor, 19 were good. For law enforcement, the ratio was 1:40. Furthermore, apart from the ratio of portrayals, the NSF study found that the average viewer would see about 11 doctors in a week compared with just 2 “other scientists” (Gerbner et al., 1985, p. 11). Thus, most scientists were seen as good, but they were seen far less often than other occupations. Gerbner (1987) also noted, “scientists, while on the whole positively presented, have a greater share of troublesome and ambivalent portrayals. They are older and ‘stranger’ than other professionals and are more likely to be foreigners” (p. 111).

Dudo et al. set out to update this report in 2010 and note a few improvements even though scientists make up only 1% of characters on screen.

In sum, scientists appear infrequently in prime-time dramatic programs and are typically White males. There are few female scientists and even fewer scientists among characters of color. Moreover, when scientists have appeared since 2000, they frequently are cast in good or mixed roles rather than as the “evil scientist,” and the few female scientists who do appear are overwhelmingly portrayed as good. Scientists and those in the medical professions show the most similarity in terms of their portrayals as good or bad characters. When we see “bad scientists,” they are more likely to be White males than characters in other demographic subgroups.

Flicker (2003) found that if you narrow the conversation to women scientists in film, you find a small group who can be neatly sorted into six archetypes: The old maid, The male woman, The naive expert, The evil plotter, The daughter/assistant and The lonely heroin. I look forward to my career path toward becoming the best evil plotter that I can be.

The Fermilab conducted an interesting little experiment with visiting seventh graders to see how their perceptions of scientists changed before and after their visit to the labs. I purposefully selected the most amusing.



I’m not so sure that I would call us “normal people”, but thanks Amy. At least I’m not automatically a balding, annoying man now.

Angela thinks that we are simple people with simple clothes, house and personality.

I can’t tell if Ashley is describing scientists or lepers at first.

 

 

 

 

 

 

 

 

 

 

 

 

With these fabulous initial perceptions of scientists, it’s no wonder that we are such popular rock stars. I would love to see more kids put through this little experiment though.

For bonus fun, you can see some awkward pictures of scientists standing with random famous people in a strange effort to promote research. They do look fabulous in the photos, but GQ thinks that for the public to be interested in the scientists and their work, they need to be in the same picture as a celebrity. Martin Robbins gives an amusing commentary of the debacle:

Two scientists disturb a picture of a rap artist.

Here we see a child rapper named Bob posing in front of two scientists; although given the lack of any sort of interaction or acknowledgement of each other, the image could just as easily have been Photoshopped. A caption indicates that he “gives his props to the docs,” which is certainly very generous of the lad. The ‘docs’ in question are so important to GQ that they’re in the background and one of them is out-of-focus, which is probably just as well as he appears to be distracted by something off camera.

In comparison to Bob, the scientists present are clearly under-achieving dullards. The guy on the right, Mehmet Toner, has more than a dozen medical inventions and some two hundred publications to his name, which he churns out while leading probably the finest biomedical research group on the planet. Stephen Baylin, the blurry guy in the background, is one of the top cancer research scientists alive, and his work in epigenetics may lead to treatments for faulty genes in cancer cells that can prevent the disease or halt it in its tracks.

If you really want to see some hip, cool scientists, look no further than the Science Tattoo Emporium. I saw today that there is now even a book out, which I will have to go pick up. What better way to commemorate your life’s work than with permanent artwork in your skin? I currently have three life sciences tattoos and if I even complete this PhD thing, I’m tempted to get another. I think I’ve earned it.

Scientists really are just people.

Weird, wonderful people.