Friday, March 13, 2009

Rejected

Thats how I feel today.

Got my first fellowship rejection e-mail today.  Apparently LSRF doesn't want to fund my outstanding research.  Oh, well.  Their loss. 

I don't know if I feel better knowing that they got 800+ applications and only funded 2%.    That would be 16 awards, for the mathematically challenged.

However, I know this is part of the process and something I'm going to have to get used to.

My fingers are just crossed that someone out there will throw a little $$$$ my way.

Joining the cheating bandwagon

I have just recently had to deal with my first 2 examples of cheating.  

And I don't think I dealt with either of them very well.  

I think mainly because I was not 100% sure what the college's policy was, and I have this fear in the back of my head of some student suing me for damaging their reputation.  May sound silly, but there was a graduate student a couple of years senior to me in graduate school who got sued by a student and their parents, for defamation of character and for some reason this story stays in my mind.

Defamation of character = allegation that the defendant told untruths about the plaintiff, thereby causing the plaintiff to suffer harm.
http://www.attorneys-usa.com/intentional/defamation.html

The first event-  I initially pondered whether this was actual cheating or not, but after talking to many of my coworkers determined that it was a form of cheating.  There was an individual homework assignment in the laboratory class, and the class was told they were allowed to talk about it with their fellow students.   I don't think I explicitly said that the write-up had to be done  by each person individually, but they all knew they were each to hand in a write-up.

Fast forward to the due date.  I am checking off who has handed me in an assignment and notice that two of the students handed in papers that on first glance look identical (with the exception of the name changed).  After class, I look at these two papers in more detail and realize they are exactly the same.  Every word.  Every spacing.  Every spelling mistake.  What is the probability that would occur?  Probably slim to none. (No statistics here as that is one of the things I am the  worst at!  Along with dilutions.. don't ask....)

So what should I have done?  Do you consider this cheating?  It is turning in the same work under the name of two different people.  Presenting that work as your own.... while the other person is presenting the same thing as theirs.

The second event-  The class was taking a quiz and I was at the front just scanning the room.  I noticed one student initially appearing to stare off into space.  When my eyes returned to them, they were staring more in the direction of their neighbor.  Whenever the neighbor wrote something, the potential cheater also wrote something down on their paper.  A couple of seconds after the neighbor rose to hand in the quiz, the potential cheater rose to.  A quick glance at both of their quizzes showed the exact same answers on both quizzes (a number of which were incorrect and completely off topic).

I debated talking to the potential cheater right then or waiting.   Did I have definite proof that he cheated?  Probably not.  Could he say he was just thinking while staring off into space?  Probably.  

So I'm going to wait to post what I did in both cases until I hear back from some of you.  So stay tuned.

Thursday, March 12, 2009

I don't get it....

So I gave my lab students an option last week.  I had been hearing grumblings about how unreasonable I am with not accepting late assignments.  So I decided to be the nice guy (for once.. no really, I think I'm overly nice and accommodating, my husband says I'm a softy when it comes to my students) and announced in lab that I would accept one late assignment from them all.  

However, there were two stipulations: 
1) it had to be e-mailed to me by midnight Sunday, March 8th (5 days after announcing this)
2) the grade would be based out of 80% rather than a 100%.   For most of them, this would mean  potentially getting an 80 on an assignment they previously had a 0 on.

The students were all very enthused and profusely thanked me.

Fast forward to Monday, March 9th.  I check my e-mail.  And have 1 assignment in there.  From a student who has gotten perfect scores on every assignment, yet had to miss one class due to a death in the family, and thus needed to make up a homework.

1.  In case you missed that, here it is again.  1.

Out of 31 students.  Each of which had at least one assignment missing and would have to take a 0 for that grade unless they used this opportunity to make it up.

I think I was in disbelief.  Do students these days really not care?  Or is it just this bunch?  I have to believe there are better students out there, otherwise I just don't think I can continue on the academic track.  Am I just setting myself up for only dealing with a lower quality student by adjuncting at a community college?   (That sounds so egotistical and I apologize.)  And if so, does that mean my experience of adjuncting there is not really serving the purpose I intended it to, to give me a realistic view of what its like to teach.

ps- I also got another e-mail this morning from a student complete with their make-up assignment.  (sigh)  What part of "by midnight on Sunday, March 8th" did they not understand?

Wednesday, March 11, 2009

Productive morning....

I never knew how productive my commute could be.  Nothing like grading quizzes while on public transportation.  Multi-tasking.  I have a feeling I'm going to be getting better and better at this.

How did I end up here?

In one of the previous posts I was asked about how I got my adjunct position.  So here comes a story everyone.  Advance notice for those who only come over here for the rantings and ramblings about students!  Please return in the future for your regularly scheduled program.

As I mentioned previously, I started my post-doc the beginning of 2008 (just passed my year anniversary and now the countdown has begun... just kidding!).   Knowing I also wanted some teaching experience, in the beginning of summer of 2008, I started to think about what some of my options might be.  

My "site-of-research" offers the opportunity to teach biology courses to the non-science staff in order to provide those staff members with a little science background.  However, these classes are normally team taught, say 3-4 post-docs per course, and usually passed down from post-doc to post-doc.  What I mean by that is, if you know a person currently teaching it and express interest, you are more likely to teach the course then if you randomly contact the group that organizes these classes.  Or at least that's how it seemed to occur to me.... Anyway, I wanted a course that was more my own to get a more realistic experience.  My own design, own syllabus, etc.

The other option I came up with was contacting the biology departments of  nearby colleges and universities to see if they might need an occasional lecturer.  My initial (naive) idea was that perhaps I could serve as a "fill-in" lecturer.  For instance, if a faculty member knew they were going to be away for a meeting and needed someone to give a lecture or two.

The first, and turns out only, place I e-mailed was my local community college.  Fortunately, there are a number of community college campuses in my area, so I picked the one closest to my home and perused their website.  Looking through their list of faculty, I hand picked one person to e-mail and ask about the possibility of lecturing or adjucting.  

I will say, I was specific about whom I e-mailed.  I didn't want to waste the time of the Dean of the department just asking a question about potentially adjuncting, so instead I e-mailed the Assistant Dean.  Turns out I picked the right person.   The person who is "responsible for seeking out and hiring qualified adjunct faculty" (their words, not mine).

I was asked to complete a state application on-line, and send/e-mail him (the Assistant Dean) a copy of my transcripts from graduate and undergraduate, in addition to my resume/CV.  I made sure I did that as soon as possible (within 2 days of hearing from him) and 4 days, he e-mailed me back inviting me to campus a week later for an informal interview.  (I realize now, looking back, that they never asked for any letters of recommendation.  Not sure if that is normal or not.)

My informal interview was very very informal.  It was just me and the assistant dean, and we chatted about what I thought I ultimately wanted to do, what I would feel comfortable teaching (ie- bio101 or bio102 or an anatomy class), and what days & times I would be available.  He also mentioned that the textbook they currently use includes an instructor's CD with powerpoint presentations for each chapter, all the images and figures in jpeg or tif format, and a text bank of exam questions.   He stated that many of the adjunct faculty take the book's powerpoint presentation as a starting point and modify it to meet their own requirements/standards.  And then he added that he himself has been known (in a pinch) to just use the provide powerpoint, supplemented by his own notes on the white board.

I left my informal interview carrying the book used for Bio101, the study guide, the lab manual, the teaching CDs, an assigned Fall class (2 evenings a week), and state hiring paperwork to fill out.
 
Yup, I was now officially an adjunct faculty.  

Though I admit, it didn't really hit me as being true until a week or so later when upon checking the course listings for Fall I saw my name listed next to the 2 sessions!  Never would I have imagined it would happen that quick.  Or in a way, that easily.  I thought I was just testing the waters... seeing what was out there for some future date....and then the "oh shit" hit me.  What have I gotten myself into?  Can I do both my research and teach?  Can I teach?  All these questions will come up again, multiple times, and I don't know if I have an answer to them even now.

So that is the story of how I became an adjunct faculty.  Sorry for the length!

For those who might be interested, here is a copy of the initial e-mail I sent with all my personal information deleted and substituted with general information in italics:

"My name is Temporary Professor, and I am a post-doctoral fellow at Site-of-Research in the lab of Dr. Amazing Advisor.  I found your name and e-mail on the Comm. College website and was wondering if you might be able to point me in the direction of whom I could contact to see if your department needs any adjunct teaching help in the future semesters.  I am really interested in getting some additional teaching experience (besides TAing and the occasional fill-in lecture experience I had as a graduate student at Priv. Univ.) and that is not readily available to me at Site-of-Research.  I live in the ____ area and thought that perhaps Comm. College might be a good opportunity to gain some of that experience.

Thank you very much for any help you can give me.

- Temp. Prof"

Tuesday, March 10, 2009

Decisions about grading

(again, thanks for all the advice received, and please don't hate me if I didn't take your suggestion!)

Okay, so after returning my first ever exam, in which the average grade was just average (a low C for those wondering), this is what I decided to do.

I returned the exam to them and let them correct their answers.

I know, I generated a heck of a lot more work for myself, but I just felt by them going back over their exams, using their books and notes to identify the correct response, that they might actually semi-learn some of the material they initially answered wrong.

These were my stipulations:

- corrections had to be typed (no way I was wasting more time trying to read illegible chicken scrawl)
- for each corrected answer- they had to give a reason WHY that answer was the correct one.

So, for example, for the handful of true/false questions on the exam, if the statement was actually false, they had to say why it was false and rewrite the question to make it true.  If the right answer was actually true, again they had to give a reason why that was true.  They just couldn't simply change their answer from true and false and get credit for it.

What sort of "credit" did I give them?   Partial credit for each answer corrected.  It worked out to be ~1/4 of a point for each correction.  So the person who scored the highest, this would only knock him/her up 5 pts.  Meanwhile, the person who scored a lowest (the 20) would still get an F, though albeit a higher F.   (Not sure if that made him/her feel any better.. but it turns out it was a moot point, because that person did not turn in a regrade.)

As for curving - I decided to hold off to the end of the course.  So I'm going to put up with the incessant whining about the grades, and then make some adjustment at the end.  What exactly that adjustment will be is still up for grabs.   

Though I definitely say that I have no problems failing someone who hasn't put forth any sort of effort towards the class at all.  

Does that make me mean? 

Wow....

I take a week off from my newly started blog (due to having to present lab meeting and scrambling to get some actual data to present) and come back to actual comments!  People have actually found me and are passing along some great advice.  So to all of you who responded to my "curving" post and any of the other posts, thank you, thank you, thank you!

Now I just have to figure out how to get my huge list of experiments done .... and prepare my next lectures.

All I can say, is thank god for Spring Break.   Never would I have thought I'd enjoy Spring Break just for the fact of having 2 extra nights free this week, and not traveling to Cancun or Miami!  :)   (and no, sadly, I never went to either of those places during college for a Spring Break.. though I did hit up Hilton Head one year!   I'm such a rebel)

So during my week "break" from actual teaching, I have huge goals for myself.   And I'm going to write them out here, so the world can see them.  And then hopefully I'll be more likely to accomplish them:

- grade the resubmitted exams (will explain in next post)
- grade most recent quizzes
- grade most recent lab report
- prepare mini-lecture for next lab class
- prepare next 2 seminar lectures

Yup, you read that right.  Two.   Dos.  Zwei.  Dwa.

I don't set low goals for myself, now do I?