Curricular issues
jstemwedel | December 7, 2009In comments on my earlier post about what happens to a college course in progress when the professor teaching it dies, a lot of folks raised interesting questions about what would be the fair policy to adopt with respect to student grades. I think actually implementing whatever we might agree was a fair grading policy could be complicated by practical considerations, like whether the professor had left behind updated grade records that were accessible to his or her department, whether he or she had already written a final exam (and a guide to grading that final exam), etc.
It's an…
jstemwedel | October 1, 2009I don't usually go looking for a fight, but there are some cases where I'll make an exception.
You know, of course that I'm a big fan of DonorsChoose. And you'll recall that PETA's tactics make them a problematic organization as far as I'm concerned regardless of what your views on animal welfare or animal rights might be.
So, when PETA takes a swing at DonorsChoose, of course I want to jump in off the ropes and swing back. What's PETA's issue with DonorsChoose?
DonorsChoose.org is a nonprofit organization with a noble mission - to help teachers purchase materials for classroom lessons.…
jstemwedel | September 16, 2009Dr. Free-Ride's better half went to the Free-Ride offspring's school for Back to School Night earlier this week. (I stayed at home with the sprogs to oversee dinner and baths.)
Dr. Free-Ride's better half reported back that the younger Free-Ride offspring's third grade teacher "doesn't believe in too much homework". ("She doesn't believe it's possible to assign too much homework?" I asked cautiously. "No, she doesn't believe an excess of homework is a good thing," my better half replied.)
And, she supported her stance with a page she distributed to parents summarizing recent educational…
jstemwedel | September 9, 2009In my philosophy of science class yesterday, we talked about Semmelweis and his efforts to figure out how to cut the rates of childbed fever in Vienna General Hospital in the 1840s. Before we dug into the details, I mentioned that Semmelweis is a historical figure who easily makes the Top Ten list of Great Moments in Scientific Reasoning. (At the very least, Semmelweis is discussed in no fewer than three of the readings, by three separate authors, assigned for the course.)
But this raises the question: what else belongs on the Top Ten list of Great Moments in Scientific Reasoning?
Given…
jstemwedel | June 19, 2009This just came up in a plenary session I'm attending, looking at how best to convey the nature of science in K-12 science education (roughly ages 5-18).
It's not really a question about the content of the instruction, which people here seem pretty comfortable saying should include stuff about scientific methodology and critical testing, analysis and interpretation of data, hypothesis and prediction, what kind of certainty science can achieve, and so forth. Rather, it's a question about how that content is organized and framed.
It was proposed by one of the people in the room that an explicit…
jstemwedel | October 16, 2008Over at Effect Measure, Revere takes issue with a science educator's hand-wringing over what science students (and scientists) don't know. In a piece at The Scientist, James Williams (the science educator in question) writes:
Graduates, from a range of science disciplines and from a variety of universities in Britain and around the world, have a poor grasp of the meaning of simple terms and are unable to provide appropriate definitions of key scientific terminology. So how can these hopeful young trainees possibly teach science to children so that they become scientifically literate? How…
jstemwedel | May 14, 2008There's an article in Access (the glossy magazine put out by our School of Journalism and Mass Communication) about why so few of our students manage to get their degrees in four years. Part of it has to do with the fact that most of our students work -- many the equivalent of full time (or more) -- and many have long commutes to get here. As well, many who start out taking courses at community colleges discover that some of those credits don't transfer.
But a lot of the challenge, it turns out, has to do with lining up all the classes to fulfill all the major and general education…
jstemwedel | February 6, 2008In the latest issue of The Scientist, there's an article (free registration required) by C. Neal Stewart, Jr., and J. Lannett Edwards, two biologists at the University of Tennessee, about how they came to teach a graduate course on research ethics and what they learned from the experience:
Both of us, independently, have been "victims" of research misconduct - plagiarism as well as fabricated data. One day, while venting about these experiences, we agreed to co-teach a very practical graduate course on research ethics: "Research Ethics for the Life Sciences." The hope was that we could ward…
jstemwedel | October 3, 2007I'm pretty sure the National Collegiate Athletic Association doesn't want college athletes -- or the athletics programs supporting them -- to cheat their way through college. However, this article at Inside Higher Ed raises the question of whether some kind of cheating isn't the best strategy to give the NCAA what it's asking for.
From the article:
[M]any agree that the climate has changed in college athletics in ways that may make such misbehavior more likely. And it has happened since the NCAA unveiled its latest set of academic policies that raised the stakes on colleges to show that…
jstemwedel | September 12, 2007Perhaps you've already seen the new(ish) AAUP report Freedom in the Classroom, or Michael Bérubé's commentary on it at Inside Higher Ed yesterday. The report is such a clear statement of what a professor's freedom in the classroom amounts to and, more importantly, why that freedom is essential if we are to accomplish the task of educating college students, that everyone who cares at all about higher education ought to read it.
Some of the highlights, with my commentary:
On concerns that professors "indoctrinate" rather than educate:
It is not indoctrination for professors to expect…
jstemwedel | August 23, 2007Regular readers of this blog know that I'm a Luddite who composes her posts on wax tablets before uploading them.* So it may seem curious that nearly every semester I teach at least one section of my Philosophy of Science course online.
What would possess me to do such a thing? The ability to make active student learning inescapable.
Let me first give you a bit of background on where Philosophy of Science fits into the curriculum at my university. As I described it a long time ago:
[A]t this university, th[e] philosophy of science course satisfies the upper division general education…
jstemwedel | July 27, 2007Chad and Rob have already noted this piece of news about soon-to-be-published research indicating that the order in which high school students are taught physics, chemistry, and biology makes very little difference to their performance in science classes at the college level, while a rigorous math curriculum in high school gives their college science performance a significant boost.
I have a few things to say about this.
Good math instruction is good for students.
As Chad points out, it helps you build problem solving skills and think systematically. To the extent that these skills are…
jstemwedel | June 25, 2007There's an article in today's Inside Higher Ed on the building momentum in college chemistry courses to make the labs greener -- that is, to reduce the amount of hazardous materials necessary in the required student experiments. What grabbed me about the article is that it looks like the greening of the chem labs may not just be good for the environment -- it could be better for student learning, too.
First, consider a chemist's description of how to revamp laboratory experiments to make them greener. The article quotes Ken Doxsee, a chemistry professor at University of Oregon:
"We look at…
jstemwedel | May 23, 2007Because I am engaged in a struggle with mass quantities of grading, I'm reviving a post from the vault to tide you over. I have added some new details in square brackets, and as always, I welcome your insight here.
I just got back [in Octiber of 2005] from talking with an outside evaluator about the federally funded training grant project at my university that tries to get more of our students to graduate school in science. The evaluator is here not at the behest of the funding agency, but rather at the request of the science professor here who oversees the program. Because, you know, he…
jstemwedel | May 18, 2007Ann Althouse asks why schools should bother having kids read fiction:
And why does reading even need to be a separate subject from history in school? Give them history texts and teach reading from them. Science books too. Leave the storybooks for pleasure reading outside of school. They will be easier reading, and with well-developed reading skills, kids should feel pleasure curling up with a novel at home. But even if they don't, why should any kind of a premium be placed on an interest in reading novels? It's not tied to economic success in life and needn't be inculcated any more than an…
jstemwedel | May 8, 2007Since many of you were kind enough to suggest questions to ask of Margaret Spellings at SJSU's Founders Day "The Future of Higher Education" panel last Friday, I thought I should report back on that session.
First, the bad (but utterly predictable) news: while Margaret Spellings gave the keynote address, she didn't stick around for the panel discussion afterwards -- so she wasn't there for the question and answer period. However, the panel of experts certainly had something to say about the Spellings Commission report on higher education.
It was striking, as CSU Chancellor Charles B. Reed…
jstemwedel | April 30, 2007Jake, Chad, and Rob have posted about a newly published study about the benefits of research experiences for undergraduates. The quick version is that involvement in research (at least in science/technology/engineering/mathematics disciplines) seems to boost the student's enthusiasm for the subject and confidence, not to mention nearly doubling the chances that the student will pursue a Ph.D.
I'm going to chime in with some observations of my own:
1. Making knowledge is different from learning knowledge.
One of the important things undergraduate research can do is give a student insight to…
jstemwedel | April 24, 2007The April 16 issue of Chemical & Engineering News has an interesting article about homeschooling families looking for chemistry curricula. (You need an individual or institutional subscription to view the article; it might be worth checking with your local library.)
I'm far from an expert on homeschooling (as we're availing ourselves of the public schools), but I'm fascinated by the ways some of the families featured in the article are piecing together what they need for their kids.
Why families choose to homeschool is an interesting question. From the article,
One common reason [to…
jstemwedel | April 18, 2007I have some posts gestating on ethical issues in science, but I have to clear a bit more grading and committee work before I can do them justice. In the meantime, I want to pose a set of questions to those of you who teach labs and/or supervise laboratory research:
Have you been asked to adapt your laboratories for students or researchers with disabilities?
If so, what kinds of adaptations have you been able to implement?
What kinds of disabilities have provided the biggest challenge from the point of view of coming up with a good adaptation?
Are there instances in which your efforts to…
jstemwedel | March 28, 2007Steve Gimbel has a provocative post that suggests the costs of undergraduate lab classes may outweigh the benefits. Quoth Steve:
[E]verything I know about physics, I learned from my theory classes. You see, science classes come in two flavors. There are theory classes where a prof stands in front of the room and lectures and then there are lab classes where for many hours, students walk in ill-prepared and tried to figure out which one of these things we've never seen before is a potentiometer, fumble their way through procedures that yield results that are not even close to what they were…