I’ll confess that I am not one who spends much time reading the reviews of books posted on the websites of online booksellers. By the time I’m within a click of those reviews, I pretty much know what I want. However, a lot of people find them helpful, and the ability to post your own review of a book (or a film, or a product, or a business) online seems to give consumers more of a voice rather than leaving it to “professional” reviewers or tastemakers.
Who, after all, knows whether those professional reviewers’ first loyalties are to the public?
But, unsurprisingly, it turns out that citizen-reviewers can be just as gripped by potential conflicts of interests. From the Associated Press:
Category Archives: Academia
CSU budgetpocalypse: what lies ahead.
I think I’ve mentioned once or twice that the California State University system (of which my fair campus is a part) has been experiencing a bit of a budget crisis.
Well, while there may be glimmers of hope for a recovery in the rest of the economy, we seem to be on the cusp of things getting much, much worse.
Market forces, tough times, and the question of raises for postdocs.
Over at the DrugMonkey blog, PhysioProf noted that a push to increase NIH postdoctoral fellowship stipend levels by 6% may have the effect of reducing the number of postdoctoral positions available.
To this, the postdoctoral masses responded with something along the lines of, “Hey, it’s possible that there are too damn many postdocs already (and fighting for those rare tenure-track positions in a slightly less crowded field might be better),” and “Being able to pay my damn bills might significantly improve my quality of postdoctoral life.” There were also the expected mentions of the fact that, given their education and experience, the pay in a postdoctoral position is often dramatically less than in private industry.
In a number of comments, though, DrugMonkey pointed out that it is not just postdocs who are paid “less than they are worth” (with respect to education and experience) and frequently living in regions with higher-than-average cost of living. Why should postdocs be singularly worthy of a 6% bump but not PIs, technicians, and grad students, too?
Of course, such across-the-board increases would bump up the budgets required to run research projects, possibly by quite a lot. And in case you hadn’t heard, times are tough for everyone right now.
Then, in that comment thread, becca puts forth a proposal:
Basically, if you are going to argue in favor of pauperizing your lab workers, pauperize them enough so they can get on public Welfare.
Call me an idealist, but when a comparison of academic science and Walmart starts making the big-box giant look like the more humane employer, academic science may want to take a moment to examine its course.
Ask Dr. Free-Ride: My college wants me to inflate grades.
A reader sends the following query:
I’ve only recently begun teaching in a big state university, maybe tier C in the field I’m in. I’m in a quandary as to how to manage pressure to pass students who are under performing. The first semester, I had to lower the passing to a basically ridiculous level and the college still inquired why so many failed (10 %). Now, I’m again feeling pressure to pass students who do not deserve to pass. I’m getting very disillusioned by this type of practice. Grade inflation seems to be so common that I even have students who think that a 60 is a B. I’m wondering what your thoughts are regarding this, and would appreciate any suggestions you might have.
How to grade fairly is one of those perennial questions with which academics struggle, and it would be sufficiently challenging even without pressure from students or administrative types. However, as my correspondent notes, there is also pressure from students and administrative types who want academics to change their grading methodology, so that they will get the grade they want for the amount of effort they are willing to put in, or so that the department or college will pass “enough” of the student population to satisfy the powers that be.
Let’s start with the question of how to properly calibrate a grading scheme and then move on to the related question of how to defend that grading scheme.
I get letters.
This just arrived at the email address associated with my blog (rather than the email address associated with my university appointment):
Preventing Plagiarism.
Especially in student papers, plagiarism is an issue that it seems just won’t go away. However, instructors cannot just give up and permit plagiarism without giving up most of their pedagogical goals and ideals. As tempting a behavior as this may be (at least to some students, if not to all), it is our duty to smack it down.
Is there any effective way to deliver a preemptive smackdown to student plagiarists? That’s the question posed by a piece of research, “Is There an Effective Approach to Deterring Students from Plagiarizing?” by Lidija Bilic-Zulle, Josip Azman, Vedran Frkovic, and Mladen Petrovecki, published in 2008 in Science and Engineering Ethics.
To introduce their research, the authors write:
Academic plagiarism is a complex issue, which arises from ignorance, opportunity, technology, ethical values, competition, and lack of clear rules and consequences. … The cultural characteristics of academic setting strongly influence students’ behavior. In societies where plagiarism is implicitly or even explicitly tolerated (e.g. authoritarian regimes and post-communist countries), a high rate of plagiarism and other forms of academic dishonesty and scientific misconduct may be expected. However, even in societies that officially disapprove of such behavior (e.g. western democracies), its prevalence is disturbing. (140)
Here, there is some suggestion of potentially relevant cultural factors that may make plagiarism attractive — and not the cultural factors I tend to hear about here in California, on the Pacific Rim. But maybe we can extend Tolstoy’s observation about how each unhappy marriage is unhappy in its own way to recognize the variety of cultural contexts that spawn dishonest students.
And this is not just a matter of the interactions between students and teachers. Bilic-Zulle et al. point to plagiarism in school as something like a gateway drug for unethical behavior in one’s professional life — so potentially, reducing academic dishonesty could have important consequences beyond saving professors headaches.
In any case, the big question the researchers take on is how to reduce the prevalence. Is it effective to emphasize the importance of academic integrity, or to threaten harsh penalties if plagiarism is detected?
Do you want people to discuss your published work?
There’s a recent paper on blogs as a channel of scientific communication that has been making the rounds. Other bloggers have discussed the paper and its methodology in some detail (including but not limited to Bora and DrugMonkey and Dr. Isis), so I’m not going to do that. Rather, I want to pull back and “get meta” with the blogospheric discussion of the paper, and especially the suggestion that it might be out of bounds for science bloggers (some of whom write the blogs that provided the data for the paper in question) to mount such a vigorous critique of a paper that was, as it turns out, authored by a graduate student.
So, let’s consider the situation more generally:
Archetypal classroom moments.
Why is it that it’s not until you’re right in the middle of a class discussion, one where lots of people are actively engaged, asking good questions and raising important issues, and where you know that you are working against the clock to get all the contributions in, that you discover …
Grading tip: back to the drawing board.
The semester must be in full swing, because suddenly I have an abundance of papers to grade. So I’m using a brief pause (between grading one stack of papers and grading another stack of papers) to share a grading-aid I just figured out at the end of last semester.
Typically, by the time the stacks of papers come in, I have all kinds of other pieces of work-in-progress on my desk. I could put those away (and hope that I’ll remember where I put them when I’m done with the grading), or try to keep the papers I’m grading restricted to part of the desk. This never works that well, and the feeling of being cramped makes the actual grading painful enough that it’s hard to sit down and just get through it.
Also, the chances of coffee spilling on the student papers is pretty high.
My old alternative was to stick the papers to be graded on a clipboard and work away from the desk. This still involved a sense of being cramped, as I’d have to shuffle the papers I was grading and the grading rubric — your standard clipboard, after all, is just wide enough for your standard sheet of copier paper.
Well, last December, as I was hauling final exams into my office for grading, my gaze fell upon an item I’ve had in my office for a few years:
When to cancel class.
At Dot Physics, Rhett Allain discusses his philosophy about class meetings:
Here is the point I am trying to make – class is for students. Class is not for me. Students pay for classes, so they should get them.
Here is the other point. If a student chooses not to come to class, that is the student’s choice. I am ok with that. Maybe it is not a great idea, but these are adults. There can be a problem. What if the class has attendance as a grade? What if the class will give a pop-bonus-quiz if attendance is low (which is essentially the same thing as attendance for a grade)? Well, I don’t do these things nor do I encourage them.
Rhett doesn’t cancel class because it’s his job to deliver a class meeting. If students don’t avail themselves of what he’s offering (which, as it happens, they’ve already paid for), that’s their choice.