Random Thoughts (Teaching Tools Used)

Continuing my reflections on cascading into the classroom technology learning tools I’ve explored the past 7 years thanks to influence of Jane Hart

An_Outline_of_Basic__Cover_for_Kindle

A wonderful tool for teaching about random sampling and random assignment is available through the generosity of Scott Plous who created the invaluable online resource Social Psychology Network. I introduce students to Research Randomizer in my Psychology 205 “Statistics and Experimental Design” course where I require that they go through the excellent online tutorials.  I often have students subsequently draw random samples from my class list who are the designated students-to-be-called-upon for the day. I see Research randomizer as a valuable teaching tool in almost any course where students and faculty are interested in an easy to use, valid, way of drawing random samples or to randomly assign participants to conditions. Much superior to drawing mixed numbers from my hat!
Here is a brief screencast one of my research assistants and i made illustrating how I introduce Research randomizer to my PSY 205 students.

Random Thoughts from David Simpson on Vimeo.


Retooling and Sharpening the Saw

An_Outline_of_Basic__Cover_for_KindleLearning never ends. I am continuing to explore the value of technological learning tools to make my best course, PSY205, even better. Initial student feedback has been quite favorable.
In the past two weeks I have experimented with Quizlet and SurveyMonkey. Tomorrow I shall introduce screencasts using Screenflow and Vimeo.


IntrotoScreenFlow from David Simpson on Vimeo.

Does introduction of these tools add value to the learning experience? Time may tell.


Syllabus Creation Time (David in Candy Land)

This is NOT my office.
This is NOT my office.

 
Refreshed, recentered, rejuvenated, and fortified by candy (hence David in Candy Land) from Galena, Illinois, I’m back in the office preparing syllabi. Classes resume tomorrow (Tuesday) for me at Carroll. Even though I am teaching only one class (twice) this semester (“Statistics and Experimental Design“), syllabus creation takes quite a bit of thought and time. I hope to get a lot of writing done this semester. Alas, I say that every semester! Maybe I’ll instead follow up this statistical investigation of Candy Land🙂
 
Psychology 205SyllabusSP2015Psychology 205SyllabusSP2015


Through the Looking Glass: (Ms.)Adventures in David-Land

S-TEAM

P1020013

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Amy and David---Photo stored on Google Drive

Phoumany

Two soon-to-be graduates Phoumany and Ryan

Ryan and Phoumany

Amy
Amy Peterson

4 years ago, I anxiously started my career as a Psychology Research Assistant for none other than the “psychology professor with the big beard”, Dr. David Simpson. Our first encounter was delayed because after receiving my assignment and seeing his picture, I wasn’t sure if I wanted to work for him, what a typical precocious freshman I was! But after meeting him and learned the ropes from the God-like junior and sophomores, I finally began to feel comfortable in Dr. Simpson’s neighborhood. Looking back, I can hardly believe how much has changed. Time has transformed me, well, all of us really. Now sitting in the office, reflecting on my future after Carroll in December, I’m nostalgic for those years. From silly videos and webcasts, to struggling through SPSS for the first time, to Survey Monkey, and our pilot course in global connections through technology, our accomplishments are innumerable.
Dr. Simpson always brings light and fun into the office, even when he has stuff to do. He always makes time to check in with us, or joke about his Chi Tea Lattes, and of course telling stories about dear Robin, the Newf. Working with Dr. S has turned me from a precocious freshman, to a slightly-cynical, confident, and “sassy” senior with smarts to match-or so he lets me think! Our S-Team is my work family and as a senior, it’s especially odd that Phoumany and Ryan aren’t still here working with us as they had for 3 years prior.
Life in David land is a never ending adventure full of learning, fun and family.

Gracie
Gracie Bubnik

My time in Mr. David’s neighborhood has been fairly limited because this is my first year. I had heard through the grapevine that there was a waiting list to become one of Dr. Simpson’s research assistants and somehow I was given one of the positions! At the time of receiving the email I was really excited to be given this opportunity! Then I was on mycarrollu.edu looking up my class schedule and realized he was one of my professors… I was terrified to begin my time as one of his research assistants. I was nervous that he would bring up class work during work and work during class. But we are here now, 2 months later, and I have found out that I can apply what I learn during work to my classwork and vice versa.
I know I haven’t been here as long as many of the other research assistants but I have found this little lab in the back of his office to be very comforting. And the family type relationship I have formed with the other research assistants and Dr. Simpson is something I look forward to keep building.

Jamie

Jamilyn Smolik

I started this journey with Dr. Simpson in the spring semester of my sophomore year as one of his Psy205 students. At first, I was extremely intimidated by him because I was still a very shy, insecure underclassman with little self-confidence who had a lot to prove. I have learned that he is not as intimidating once you get to know him, and he is always around to help me out whenever I need it. After taking one of his classes, I was then curious if he had any openings for faculty assistants the following year. Because, I was not very assertive or timely, I waited to contact him the following fall when school began again. Long and behold, I received an email back saying he would enjoy having my help and welcomed me to his team.
After being shown the ropes from some helpful upperclassmen, I have grown to be quite comfortable when working in the office. I now also help the newbies get affiliated and comfortable with working in the office. I enjoy helping/working on ‘up and coming’ projects Dr. Simpson participates in outside of the Carroll environment. All of his projects provide great networking opportunities not only for himself, but for us, the student workers as well. As for the other student assistants, I have become very good friends with all of them. It is as if we are one, big, work family. We get on each other’s nerves at times, but just like family, we make up and act as if nothing ever happened. As I finish up my final year at Carroll, I look back and am so thankful for the opportunity I have been granted to work under Dr. Simpson, but also am grateful I took the initiative to push myself in a direction that will impact my future.

Copy of Maxine

Maxine Venturelli

I remember as a freshman being assigned to Dr. Simpson as a faculty assistant for my work-study program. I took a breath and turned the doorknob into Dr. Simpson’s office to meet him for the first time. I was so nervous! What I did not know at the time was that I was walking into a place where I would make some great friendships and learn many things from the one and only Dr. Simpson. Starting off as acquaintances, they soon into my S-team family. See, these people are not just peers, but people who I look up to and admire. For the first few weeks working for Dr. Simpson, I was very quiet and shy, but that quickly changed. I slowly started to open up. Dr. Simpson takes the time to get to know each and every of his faculty assistants. He has challenged me to improve upon my weakness, while encouraging me to use my strengths. Over the years, there have been a multitude of projects that have taught me to collaborate with my fellow workers. Although, we did not always agree, we always ended up finding a solution in the end. One of the most memorable projects that we completed my sophomore year included creating our own course that focused on culture. Along with the project, we were each given an iPad. I loved participating in this project because I desire to become a teacher! Working with Dr. Simpson is a privilege. He involves us in projects and opportunities that are meaningful. I have so many memories that have accumulated over the years. My experiences here have shaped me into not only a better student, but a better person. When I graduate this coming spring, I will greatly miss the times spent in Dr. Simpson’s office.

Copy of Liz

Liz Firkus

Looking back on the past four years gives me such a bittersweet feeling. It seems surreal to think that in just a few short months I, along with several of the other S-Team members will be walking across the stage at graduation. I remember walking into Dr. Simpson’s office for the first time, feeling absolutely terrified. This did not last for long though, Dr. Simpson and the other S-Team members very quickly made me feel right at home. The first two years we had the same six S-Team members who quickly became my family away from home.
As an assistant, we always have work to get done, but Dr. Simpson makes sure that we have a fun time doing so. He is always filling us in on the latest stories about Robin, The Newf, his big black Newfoundland “pup”. Dr. Simpson, being an avid reader, makes it a habit of giving away books from his personal collection, so I always have a new book to add to my collection, a recommendation for something new to read, or someone to discuss Harry Potter with. Dr. Simpson has always played the role as a second academic advisor as well, giving advice about classes to take and what adjuncts he is familiar with and recommends. Working for Dr. Simpson has been an amazing experience that has taught me so much that I will take with me when I leave Carroll. Any future students will be extremely lucky to be one of his student assistants.



I’ve Been Thinking About Bagpipes Lately

 

I’ve been thinking a lot about bagpipes lately. Perhaps that is because of my listening to NPR about the Scottish soda Irn Bru. Or perhaps it is because of my incipient interest in exploring my Scottish ancestry.

A wonderful tradition on my campus both on the first day before classes and again at graduation is to have a group of kilted bagpipers majestically lead the students ion to campus. I wonder if my school would like to involve a different bagpiper to campus. He would provide a cross-cultural experience, be energizing, engaging, and quite memorable.

 

Dear First-Year Student

Dear First-year Student,

I may not meet you for awhile since I am not teaching first-year courses as often as I used to. I do offer you a heartfelt welcome.  You may well be the son or daughter or niece or nephew of one of my former students. That happens a lot.

First-year students have played a very important positive role in my life during my 36+ years of teaching here. You have made me smile, motivated me to learn from your enthusiasm, made me proud as I have seen you grow across your years here, and made me especially happy when we have been able to stay in touch across the years.

You sometimes have been favorably referred to as “the App Generation.” Don’t forget that your best apps are your values and your mind. You, the Class of 2018, do have very different life experiences than I. I look forward to learning from you and with you—if not directly this year, then in subsequent years. Do drop by and say hello in the interim.

Here are a few friendly suggestions I offer based on my years of teaching and learning.

  • Don’t be too proud to seek help or advice from faculty, staff, administrators, and older students here—especially those who know the campus and our students well.
  • Take advantage of opportunities to try new things, to meet new people (especially from different cultures) and to learn how to learn better. Let us become a global choir of learning.
  • Research suggests that the quality of relationships (e.g. with peers, with faculty)  is central to a positive, successful college experience.
  • Set aside some time for self-reflection.
  • Let  self-discipline enable you rather than imprison you, find the right balance between service and involuntary servitude, between doing a right thing and doing things right. My own freshman year at Oberlin College in 1967 was informative and formative, lonely and elating, value challenging and values affirming. I envy you the learning opportunities that are here.

 

 

 

 

Still Looking for Ways to Improve Courses After 36 Years of Teaching (Pt.1 of 2)

Proof of Self-Publishable Book I've talked about in progress for the past 30 years!
Proof-reading ready copy of self-published book I’ve talked about being in progress for the past 30 years!

I’m sitting on the porch attempting to complete the bulk of my Fall semester Carroll University course preparation before intentionally disconnecting from the Internet and enjoying five days of pure vacation in northern Michigan a week from tomorrow. This year I shall be teaching two sections of Psychology 205 (Statistics and Experimental Design) and one section of Psychology 303 (Experimental Social Psychology).

Tonight I am focusing on the Statistics and Experimental Design course—-a course that is particularly meaningful to me. For the past 20 years I have used a traditional textbook enhanced by my handouts. Students also have weekly labs to gain hands-on experience using SPSS (The Statistical Package for the Social Sciences). I’ve been very pleased by evidence that students learn, and I have received consistent positive evaluations across the years about the course both at the course’s completion and from graduates. But, there is always room for improvement—especially improvement attempts informed by thoughtful reflection from former students. So help me out. Are the two ideas below worth pursuing?

Across the years I have repeated heard from students how much they valued handouts I have distributed. These have essentially been a succinct outline of my notes (though I must confess that I haven’t used notes in 15 years!). The handouts are replete with a congery of Carroll-specific data and data collection exercises.

I have been troubled by the high cost to students of textbooks and bothered by what I see as unnecessary inclusions in textbooks (e.g. color, study guides, constant revisions, and electronic ancillaries of dubious didactic value) which drive up costs. Therefore,  I’ve been recently exploring a number of self-publishing mechanisms (especially Lulu.com and ibooks author). One of the best resources about self-publishing I have come across is Rick Smith’s  (self-published!)  CreateSpace and Kindle Self-Publishing Masterclass (2014 edition). I found it very useful and useable.

I’ve recently carefully examined Amazon’s CreateSpace.com. I have been very impressed by its ease of use, pricing structure, and quality of physical book production. I am holding in my hand tonight a hard-copy proof of a very physically attractive book —my book—with a glossy cover which I created using Create Space’s Cover Creator software. If I proceed, the book can be printed on demand and/or, if I choose, it can be converted relatively effortlessly to Kindle format (This i have not yet tried). I can pretty much decide the cost to readers (I’ve toyed with the idea of it being free).

  1. Idea 1: I am tempted to give students the opportunity to buy a copy and to help me improve the book by their adding their own data collection examples. Alternatively, I hold off distribution until 2nd semester when I before which time I add information to the book (perhaps with some student/former student collaborators).
  2. Idea 2: I am also considering building into the course this semester formal instruction in using Survey Monkey software now that I have a Carroll account in addition to my Schneider Consulting account. I envision in my last few years’ teaching creating a Carroll Student Statistical Consulting service and this would be one of the tools the use.

 

 

“I’m not sure if you will remember me, but …”

The letter was posted out of state on April 29, 2014. It appeared in my campus mail box a few days later. I glanced at the hand-written envelope (too) quickly, guessed that it might be a (sigh, yet another) solicitation for a letter of recommendation, and didn’t have a chance to open it until the following Saturday while I was proctoring my first final exam.

Dr. Simpson,

     I hope that this letter finds you in good health and spirit. I’m not sure if you’ll remember me, but you did something for me that I’ve never forgotten.

The letter-writer (a former academic advisee and not the academically strongest of students) had graduated three years after I had been diagnosed and treated for prostate cancer. Therefore, he might have been aware of some of my health issues while he was a student here.  Alas, he’s right that I am not as good at remembering students as I once was. I suspect that some of that memory failure is age-related; some is caused, I think, by how Carroll has changed. Some by the sheer number of students I have taught in the past 36 years. And though I had no immediate recollection of the particular event he shared, nonetheless I recalled him in some detail even without going to my filing cabinet and pulling out his advisee folder.

In 2004 ,,, I called the College to inquire about online classes. The adviser I spoke with told me that you changed one of my grades allowing me to graduate. You gave me my life and I can never begin to thank you enough. … I never contacted you because I was embarrassed, but always so thankful for it….[B]ecause of what you did I have been able to get my Masters… and have the current job I hold.  I am about to leave for Afghanistan … And just want you to know that I have never forgotten what you did for me and have always tried to earn it and will continue to. Thank you so much. Respectfully,

I have only a vague recollection of the particular circumstance alluded to (but I verified its occurrence).

A student, about to graduate fails a final exam in one of my courses. Were there personal circumstances affecting their performance? Is this part of a pattern? Is there justified reason to give them an additional chance—say, an oral exam?

A student is just a few points away from the next higher grade needed to graduate. This is easier for me to resolve, because of my extensive training in statistics and measurement error I am aware of and sensitive to the imprecision of measurement. I am quite comfortable in this situation under certain circumstances allowing some subjective (human, humane?) factors to enter into my final judgment of the student’s demonstrated abilities and likelihood of future success.

I most assuredly would change a grade if I myself had made a clerical error in assigning a grade. My vague recollection is that the latter was the case in this instance.

Simple acts of kindness, even when unintentional, can have long-lasting effects. This I believe. I was overjoyed to hear from him and communicated my thankfulness for his letter and best wishes for safety while serving our country.

Stop the Internet—I want to get off!!!

Commencement 2014 was a month ago. I have already begun preparations for teaching in the Fall (how the years have flown by since February, 1978 when I taught my first class here).

Ryan and Phoumany

From time to time I disconnect and disengage from my seemingly always being online and from focusing on productivity. Try it —-you may discover that you are more addicted than you think. Can you enjoy the twittering of the birds without thinking about this wonderful Twitter guide?:)

It is easier to so do during the summer, since I opt NOT to teach or to commit myself to grant work during that time. As author Naomi S. Baron acknowledges in her thoughtful book Always On: Language in an Online and Mobile World, one needs to be alert to the personal, cognitive, and social consequences of “24/7” connectivity.

Is Google making us “stoopid” (sic) or smarter? How can I ever find time to explore, evaluate, merge into my teaching the 2000 + learning tools which Jane Hart has alerted us to? I resolve these questions by stepping back, engaging in intense physical activity, reading widely, playing, and consulting the Newf!

Newf1

 

 

 

Giving Away (Social) Psychology

Old Main

When I initially arrived at Carroll with my “ABD” degree (All But Dissertation) in 1978 it made much sense to me and to my chair, Dr. Ralph Parsons, to teach what I had specialized in during graduate school at The Ohio State University.

David, Ralph, and Virginia
David, Ralph, and Virginia Briefly Reunited February 1, 2014

My introduction to the field of social psychology had come while I was an  undergraduate at Oberlin College, and I hoped to give back to my Carroll students the excitement that I felt at that time of actually being a social psychologist.

At Oberlin  my academic adviser, Ralph Turner, was a self-described “arm-chair” social psychologist—i.e not at a researcher—interested in creating dithering devices to facilitate learning that would cascade within and outside the classroom. As an adviser and professor Ralph Turner was kind to and patient with me. He was a role model of a dynamic teacher and a voracious reader who regularly wrote book reviews and who played a leadership role in Division 2 (Teaching of Psychology). He encouraged my intellectual curiosity and accepted me as I was, unformed and uninformed but eager to learn. He introduced me to the idea that psychological principles of persuasion and attitude change could be used to make the world a better place—or a worse place if applications of these same social psychological principles and findings failed to be guided by ethics.

These were my most (in)formative years especially, perhaps, because I was taking all my classes “credit/no entry” (that is, ungraded).  This freedom from being graded allowed me to read voraciously, to be exposed first hand to social justice and war/peace issues, and to read and reflect upon works such as Postman and Weingartner’s Teaching as a Subversive Activity. I was also at that time inspired by APA President George Miller’s 1969 address advocating that we should give psychology away.

While a perennial graduate student at Ohio State I was surrounded by students who already were far better scientists than I was or would ever become and who subsequently have made major contributions to the field. Once again I was heavily influenced by personal relationships formed with a few key faculty—in particular by my academic adviser, mentor, and friend Tom Ostrom and more indirectly but in many positive ways, by the teachings by example of Tony Greenwald. Both of them, in their kind but brutally candid way convinced me that my calling most likely would be in teaching rather than in conducting creative, seminal, path-breaking research. And here I am thirty-some years later!

It pleases me that a number of Carroll students have chosen to pursue advanced graduate degrees in social psychology (e.g. Mark Klinger, Pam Propsom, Deana Julka, Darcy Reich, Jenny Welbourne, Cathy Carnot-Bond ) or in related disciplines (e.g. Mike Schwerin). Some of them have developed enviable scholarly reputations. But my goal in my experimental social psychology class is not so much as to be a pipeline to graduate schools in social psychology as to attempt to provide a capstone-like experience in their developed abilities of thinking about research.

I’m at a point of giving serious consideration to changing what I teach and how I teach my experimental social psychology course—if I continue to teach it. Two or my colleagues have a professional identity with my discipline, and I’m sure that they could step in. One possibility is to teach it entirely based upon readings (e.g. classic studies and recently published articles). Such a change in format might allow for more extensive, daily discussion and the potential development of student research ideas resulting from such discussion. This possibility would work best, however, if the class were small. There are years, though when I’ve had up to 35 students.

A second possibility is to teach it from a much more global, international perspective. A third possibility is to dramatically introduce hands-on Internet-based resources and experiences—drawing upon my recent interest in developing Web 2.0 learning tool. A good start in identifying some such resources has already been made by Scott Plous in his development of the Social Psychology Network  and is reflected in the work of Jonathon Mueller in developing teaching resources for social psychology.  And, of course, I could draw more upon the expertise of former students who are active experimental social psychologists. (Are you interest in some good students directed to you? Let’s connect!)

I welcome input from students and former students concerning which directions I should explore. How best should I proceed to give social psychology away?