“Google is not research.”

On the surface, this seems to be a self-evident truism; a bane of all instructors looking at the paltry bibliographies of their student’s “research” papers. A topic is assigned, the student does their due diligence by “Googling” expected key words, and undoubtedly one of those key terms turns up Wikipedia. Information is found, two more sites consulted and the topic is, according to the students, covered. Laptop case closed, time to move on.

InsideHigherEd today offers a story about the Cornell Undergraduate Information Competency Initiative, which seeks an “understanding [of] how students perceive university research.” One of the expressed goals, as stated by Cornell professor Kathy Lee Berggren, is “to ‘really learn how to use a library whether they’re in it or not.’”

Cornell’s summer seminar seeks to build on the work from Berkeley who, undergoing an accreditation review, sought to understand how to incorporate research skills into the course level of instruction. That is, instead of requiring a specific research course, Berkeley, on a grant from the Andrew W. Mellon Foundation, sought to set up the framework by which research skills could be woven into the instruction of any course.

What Berkeley and Cornell are both wrestling with is the complication of performing research in an iPod age. The players as I see them: “digital native” students, cranky, if well-meaning professors, Google and brick-n-mortar libraries. Oh yea, and Steve Jobs.

First, the natives. Contemporary students come to college with a different set of expectations than they did even ten years ago. These students are not agog at the level and breadth of information available to them. Rather, they expect to be able to, within a few key strokes, to gain access to whatever information they seek. And, with aggregated search engines like Yahoo! and Google, they are, to a large extent, able to accomplish this. Want to know the background of the Boston Tea Party? Want to see dissenting opinions? Conspiracy theories? The YouTube parody? Incoming freshmen can provide, usually while listening to downloaded music streaming from a video-enabled iPod (or, if you teach at ACU, all accessed on their school-provided iPhone). Research is done dude!

The cranky, if well-meaning professors, once confronted with such a bibliography, stare at the creatures seated in front of them and wonder, probably correctly, if these poor deluded punks have ever set foot in the hallowed halls of the school library. They haven’t. In their minds, they do not need to. Wake up old man, all of the information is now available online. If you want “deep” research, go to Google Scholar. There are all sorts of articles and things like that—even whole books now.

And expectations clash.

Libraries have done wonders in cataloging, compiling and generally making information accessible. I have no beef with them. They are, with a few notable exceptions, often lone wolfs, wandering the information plains with little support, scratched-together technology, and low budgets. They yearn for the students to come on in and use the catalogs so painstakingly compiled, the databases built from competing platforms. They even have an online portal offered up for dorm access. They have built it…they will come.

A user is able to access a vast catalog of downloaded/ripped songs by using only one fingers—usually the thumb. By spinning the wheel, even a novice user can quickly find the song/podcast lecture she is seeking within a few seconds, even from a list of thousands. Form meets function, and the case is cool and sleek and it works and the information becomes subordinate to the users. The thumb is in charge, and the streaming sounds confirm that, at least here, the world works, as it should. Steve Jobs has provided the user with a user experience that confirms, at least for most, the promises of the web hype—the tool from the bubble.

What the Natives don’t get, and the Profs know, is that the Net does not cast the skein that one might assume. That is, there are some big holes in that Net. The Libraries have worked to fills these gaps (consortiums, partnerships, etc.), but their work doesn’t always get the notice or exposure. Here is where the fault lines of generational expectations come into stark relief: Profs expect students to march into the library and acquaint themselves with the subject’s/discipline’s fiefdom. If not, then the student is lazy and lacks the necessary drive or will. The Natives don’t expect to have to navigate fiefdoms. For them, at least thus far, knowledge and data have been without borders. It does not occur to them that there would be a specific database for articles about Colonial literature that is not accessible through a quick key-word search from their dorm.

So, committees will form, grants will be given and studies will recommend that individual professors seek to imbue a research skill-set into their objectives. And without a standard (either a collective standard (MLA) or an organizational approach (ie Google)), the Natives and the Profs will continue to lament just how odd, lazy, out-of-touch, etc. the other is.

"The Last Professors" an interview

InsideHigherEd.com has a interview with Frank Donoghue about his book "The Last Professor." While the interview sounds a rather pessimistic (realistic?) view of the future of tenor, the meat of the discussion--alluded to but not explored--is in the "the casualization of the teaching workforce"--which I would have liked way more discussion about.

What is interesting about the article is that the bulk of the comments focused on the role and nature of tenor, much, I think, to the dismissal of the larger forces at work.

I think I have more to say, but just not yet.

BlackBoard should "opt out"

InsideHigherEd wrote about Blackboard syncing with Facebook to provide a class link (which is what ultimately worked out) through the social networking site. BlackBoard, in doing so, comes off as a the creepy old dude still trying to look cool.

One of the comments makes a link here where the phrase "creepy tree house effect" is discussed, which is pretty accurate for a neologism.

One of the comments to the creepy tree house effect discusses, quite well, how she tried twitter as an opt in class aid.

To all of this I say: keep the class out of socializing. That is, by drawing a clear demarcation between class time and social time, a whole set of confusing, embarrassing, and/or inappropriate blurring of personal/professional.

Why would BlackBoard want to interface on FaceBook? Because students don't want to log on to BB's interface? Then create an RSS feed for updates to be spammed out.

Because students spend a lot of time on Facebook and not on the BB site? Then make the BB site more usable--key interfaces with the library, with sources, may a link-in with OneNote or the like...

Point is, quit trying to be "cool" and be functional. Let the students and profs work out the time spent on task, and leave the socializing to the hallways.

Online Adjunct--how much can it pay

A very intrepid reader browsed through a long-lost post and posed the following question:

I have taught as an adjunct in both an online in class instructor. Obviously, I'm not rolling in the cash from it. So imagine my surprise when I talked to a guy who is the head of a major corporation in the city where I live. He talked about a 6-figure supplement he was making from teaching online. I was really suspicious, calculating that he would have to teach about 60 classes a year (in addition to a full-time job and family) to make that kind of money. I mentioned my confusion and he said that over time he has found the highest paying online universities that have "not overwhelming" time commitments and he's done it that way. Do you think it's possible?

The short answer is: he is full of Bush. That is, no way he is earning six figures adjuncting online. I went into the salary breakdown in some detail less than a year ago, and I think the numbers there still stand.

I stated that for one institution (3 classes per six week term), one could earn $30K/year. For six figures, one would need to teach at 4 schools (3.5 or something), averaging 12 classes at one time (average of 12-15 students per class) for a total of 144-168 students every six weeks.

Is this possible? Yes. But with some major caveats: composition could NOT be the subject. In fact, I would argue that no subject requiring qualitative/subjective feedback would allow for this. Perhaps a hard science, math or the like COULD allow for this (standardized, automated test; defined course pack; limited to no teacher-student feedback/interaction), but then the prof is really not teaching is she.

So, by definition, good teaching really cannot stand up to that sort of load.

If you are able, somehow, to pull this off, let us know. Scrub the names, but give us the numbers. Is online adjuncting into six figures possible?

Give us some hope.

What Podcasting can be

I have expressed a great interest in ACU (and their ilk's) foray into Web 2.0 education (see recent posts), and I have expressed some open skepticism on how they may make the relevance.

If you are interested in using technology to address educational content, you must check out The History of Rome podcast (don't click the link yet...you won't be back). Most of the entire podcast catalog can be found in iTunes, which is a nice way to collect and move to your MP3 player of choice.

I commend you, Mike Duncan. Engaging content that educates, engages and completely sucks me in!

What a student sees: OR learning today

teaching on the cutting edge

I noted in my last post that ACU is going to give away an iPhone to incoming freshmen. InsideHigherEd.com has an article about Duke's foray into giving away iPods. What follows is the bulleted conclusions from Duke along with my professional, Instructional Designer opinion.

More than 600 students were in courses using the iPods each semester of the academic year that just concluded. A decent pool of students, but back in 2005 I don't think that the iPod had video capacity. This means that the school was relying solely on audio content. One sensory approach will have limited appeal/success.


Use was greatest among foreign language and music courses, although a range of disciplines used the devices. These courses will have the most accessible audio content (remember those language labs with the cassette players?)--and of course music. I can see a real boon for both of these areas.


While audio playback was the initial focus of most of those involved, students and faculty reported the greatest interest in digital recording. I don't really know what this bullet point is trying to say...Did the experiment result in more illegal downloads (hey, I have the hardware, let's get Kazaa!) or did they want to move to the newer iPods with the video screen (music videos!). Again, content, or the lack of, would be the killer (see below).


The effort was hurt by a lack of systems for bulk purchases of mp3 audio content for academic use. iTunes debuted in January, 2001. In that four years, music had begun porting, but podcasting, especially academic podcasting, was of limited appeal. It was like downloading a sermon--lots of audio of some guy talking about something or the other. Not really dynamic.


There are many “inherent limitations” in the iPod, such as the lack of instructor tools for combining text and audio. Here is the real heart of the experiment--and I think this point is mistaken. It was not so much that there was limited tools, but a profound lack of understanding or insight in how to use the tools that were available. Or, more to the point, how to envision digital instruction (see more below).


Some recordings made with the iPod were not of high enough quality for academic use. Speaking into a computer mike is the audio equivalent of using a webcam for broadcasting video. It is overreaching the mediums capacity.


The project resulted in increased collaboration among faculty members and technology officials at the university, and the publicity about the project led to more collaborations with other institutions. Don't overlook this benefit. Anything, and I mean anything, that gets faculty talking to the gear-heads is a good thing. Anything that encourages faculty to question how to present material is a good thing. I think this point would have made the whole experiment worth the cost--and to ACU, here is where you need to focus your attention.

If you are thinking about moving to the present-future, keep some of this in mind. Your students will know how to use/envision the hardware much better than you. Ask them what they might like to see (RSS feeds on assignments?; meeting notices for study groups?; better integration into a digital platform like BlackBoard?--I got more).

The kernal of the problem lies in content. The old-line book, pencil and lecture will not be enhanced by an iPhone, and if that is all the instructors will do, then they are wasting their mission money.

If, though, ACU continues along the line they are, then I feel that this experiment will produce measurable results.

For example, perhaps in anticipation to the general announcement, ACU has positioned their website to accommodate lurkers (like myself). Clicking the visitor option, you are taken to ACU's presence in iTunes.

The content available, which I am sure to grow, includes both audio and video options. For example, the theater department includes a fairly good "Staging Shakespeare" which, while a static slideshow montage moving behind a sit-down interview, the quality and content is, on the whole, interesting. And, it looks as if it could be created with standard Apple applications.

A similar selection can be found in Kyle Dickson's Brit Lit course. His approach, which I think is both smart and appropriate, is to encourage the students of a given section to create the content--group projects that are digitally updated. Again, taking spoken audio the student presentations provide voice-over for slides (images I am sure are not in violation of copyright). The engagement factor, though, comes from how the students are encouraged to approach the material. One example had a discussion of 18th century fashion presented by two, modern fashionistas (think red carpet commentary). Upbeat, engaging, it was a strong student production. It was also, even for this watcher, engaging.

More to come.

Back on the Chain Gang

I am beginning to settle back into a kind of routine. In case you missed, here is a three-month review:

• Applied to local university for an Instructional Design position--which I am radically qualified for (I have working knowledge of the tools, experience with designing instructional material for adult learners--its been my friggin job for ten years--and experience as an online instructor--my future audience).
• Didn't make the first cut
• Took a project that had me traveling to a new town each week--gets old fast
• local university calls back and indicates the three candidates they brought in all failed to impress--would I apply again
• I apply again
• Take a net-based, webinar one week gig. Worked fine.
• Again did not make the phone interview cut
• Drove the family cross the plains to teach for a week
• Family got really sick--awful flu season, this one
• Interviewed with and was offered a job the next day
• Now working full time--project-based instructional design and delivery
• No higher education work at all

Higher Ed pay

The Dem debate sparked a TTD (tempest in a teacup dabate) over at InsideHigherEd.com when Chaz Gibson claimed an average of $200k annual for professors.

What is interesting about the debate (the IHE, not the Dem's) is that the comments range from pissed off adjuncts to FT profs all parsing out if they are "cush" or not.

My take, and I have been slow to realize this, is that higher ed is a choice (mission field if you would) that few should choose. Those who do, accept the negative consequences. Those who would wish to but can't afford it...realize that higher ed has always been a sport of the rich. There is no Right to Educate.

F@*& Off 2007!!!

I have very little good to say about the last year. It started with sheer and utter joy (we were pregnant) to then suddenly go horribly awry.

A few things I have learned over the last year:

• Few (at least if your friend group is made up of liberal-leaning folk) consider 7-8 weeks long enough to warrant full-frontal grief over the loss of a child. Hell, most don't even consider it a child, so why all of the fuss. This can make one's honest expression of pain even more isolating
• Hospitals are geared toward control. The doctors have all the control (or, by extension, the administration). Why no cell phones? It is not that cell phones would interfere (they don't in planes either), but that a central switch-board allows for centralized control. Don't believe, try to find out, from a distant town, how your loved one is doing. Or, better still, find out how or who messed up the treatment.
• Doctors are not sued enough. I don't care what you say about tort reform, the act of suing over malpractice keeps us all safer. I don't let the mechanic off the hook if my brakes suddenly don't work. And, one would think in a world where Wal-Mart can alter their first-in-the-door display in reaction to real-time buying patters (true), why can't medical professionals all be on the same page with medications?
• Sometimes when one travels for a living, that the travel has to stop for the living. There is a finite and doing so.
• Air travel does not have to be an painful as it is. Centralized control is needed. Reagan was wrong.
• Sick, old ladies often outlive everyone's fear of them dying. Then, one day, they pass on. I had two this year.
• One's grandparents should not die before they have met their great-grandkids. Being a grand-parent establishes a completely different dynamic than a parent, and this needs to be shared with ones own children.
  
• Creditors have begun using multiple numbers to circumvent caller-id. It is best to judiciously use voice-mail when behind one bills
• Institutions of higher learning are not "lean" enough to meaningfully respond to current societal needs. Perhaps they will form a committee to investigate this further. It will meet monthly, for an hour, over lunch.
• LinkedIn is a social network group that offers little to no honest appraisals of its constituents--much like high school.
• Small-town educational opportunities for ones kids continually disappoints.
• It is still not in my interest (although I still have interest) in finishing my dissertation. I don't know how to reconcile that.
• A white Christmas is more enjoyable than a non-white one. The snow adds to the overall charm.
• Children are worth every spare moment.
• I am still looking for the end to this Third Great Awakening. I am hoping that the religious climate goes back to sleep. We could use the break.
  
• I am still not excited about the role of America on the world stage. The next ring-leader (read any way you wish) doesn't look to offer any great hope on this.
• One needs, when one lives in a small town, to travel to a big city at least twice a year. Otherwise, the choice to live where one does becomes more of a sentence than a decision.
• We haven't figured out how to start a school without a boatload of capital.
• A year does not lighten the pain of losing a tubal child.
  
• My state encourages malpractice by capping damages. It forces only the small number of "glory" cases to be sought (infertility, losing a limb, etc) to the fore. Others, serious but less "showy" are, for a lot of lawyers, not worth the effort--low return on effort, hard to convince a jury, conservative peers, etc...
• A prophet (or a very educated person) finds no honor in her hometown.

So, to 2007, I burn you in effigy. I wish that you come to an end and that a new beginning may actually take place. Begone from me. I have no use for you. You have brought little joy.

PhD Attrition

Harvard (full article) has instituted a policy that for every 5 PhD wannabes, the incoming graduate class will lose one slot. So, if there are a lot of ABDs clogging the system, the whole thing grinds to a halt.

Of course, the comment section has laments about "mercy" PhDs and the like, but on the whole I would think that my old department would have benefited greatly from this. Once I finished my coursework and took my distribution reading exams, I was left to my own devices. And, here I sit, 10 years ABD with a wife and child, mortgage and lots of student loans.

Going to Ivy

Ever want to go to an Ivy school. Check out Yale's online courses. You can listen to or watch without having to sit next to someone who, you fear, knows way more than you do.

I am intrigued that the higher brands no longer feel the need to horde their content. It is an overt admission that it is the seal on the transcript that will mean the difference, not what was said or heard.

Viva la brand.

The state of writing today

I was doing my daily reading, which I haven't been able to do for months, and this article about teen girl's and writing sucked me in. Pookie is only 5 odd years away from teendom, and I am already starting to worry.

With story after hand-wringing story about the decline of literacy due to short attention spans, texting, et al, it is refreshing to note that the "kids" are doing pretty well by themselves. Doing pretty damn fine, really.

Perhaps the text-laden, word-saturated world they live in now (you are, yourself, reading a blog) actually increases a sense of rhetorical power...makes it tacit, like grammar. Perhaps those time-wasting movies (Saw IV, anyone?) provides a sense of pacing, story-telling and framing for effect.

Infants learn to speak by listening. Perhaps, to a greater degree than has been acknowledged, teens learn to write by "reading" their world.

A reader recently wondered if I was still in the classroom (virtual or not). As I was pondering whether I should respond or not, I read Dean Dad's polemic on why CC's should hire PhD's.

His basic argument is that PhD's are better equipped at providing the example education for their students, it helps calm the 'rents, and "on a pragmatic level, someone who already has a doctorate won't spend the next several years working on it."

Not one of DD's better posts. While it may be true, his reasoning certainly doesn't make it right, nor does it make for the best arguments for his position. After all, saying that we should continue the "surge" because it is working to reduce sectarian attacks doesn't mean that the initial invasion was right.

Of course, invasion of the ABD's is not the same as Iraq, but the logic is the same.

What about a different criteria. I mean, one finds what one is looking for.

Instead of brand appeal (encouraging the 'rents), what about ranking success in other metrics? What about the ability to inspire critical thought? What about the ability to lead by an example other than following an established path (research into a degree is a well-staked path)?

Of course, I have talked about these sort of metrics before....just search for "metrics" and "teaching."

"Contingent Faculty" by any other name...

I was replying to Amy Wink's paean to being poor and righteous, when a comment below reminded me of the term "contingent faculty." I think this term ranks right below Adjunct in its usefulness and utter lack of description.

I am all for missionaries. Teaching is mostly a mission field. I knew this going in. I just didn't know the extent of the costs, nor did I realize the entrenched class system of tenured and not: might as well be Brahmans and untouchables.

"Oh, you are a contingent faculty. You can get me nowhere. I don't need to talk to you. Good luck with this."

Follow the link above. Post a comment. Spread the love.

WIKIs in the classroom

I am ambivalent about the use of WIKIs in general. Don't get me wrong, I think that they are useful (see my query about a Grace Slick song here), but to be used in the classroom seems to be an exercise in busywork.

WIKIs work by employing those with knowledge and time. It also appeals to a certain strata (who I am glad are around, but I am just not one).

Now, if I force my Freshmen to go to a WIKI to compile a set of collective knowledge about something, I will get some interesting results, but I wonder about the utility. Will a classroom be a large enough pool to gather "expertise"?--without which the whole endeavor, from the student's point of view and my own, seems to be only mildy interesting.

Would I create a grammar WIKI? God no! Horrible, horrible idea. A style WIKI? One shade up from the pit of Hell...

I see no real use.

BUT, if you do know of a use, please let the fellow below know. He works for WetPaint, a free WIKI hosting service, and he is interested.
--------------------------------
My name is Michael Bolognino and I'm writing to you from Wetpaint Central in Seattle.

I'm working on building out a dedicated area at Wetpaint.com to help guide educators through the benefits of creating wikis in the classroom, and I'd love to get your input.

If you are an educator, please take 3 minutes to answer a few questions about using wikis in Education. If you are not an educator, please disregard this email.

Cheers, Michael

Michael Bolognino
Community Manager
Michael@wetpaint.com


http://www.zoomerang.com/survey.zgi?p=U27EQP2L56BC

Distressing note leads to diatribe

A loyal reader wrote a note that was for me most distressing. I present a culled, anonymized version:

… I also work as an "instructional designer." It is kind of bogus work, though, mostly doing grunt work for existing professor to build online classes, further depleting the need for actual living, breathing, teachers. Most of these teachers are building classes outside of their core competency, which is easy, they just read the textbook manufacturer's provided power points into a camera and no student interrupts to actually find out if they really know what they are talking about. I transcribe said powerpoints into HTML and it pays as much as I probably deserve as an entry-level assistant professor. But 40-hours a week without vacation.

I recently took this job when I relocated to [southern state]. The colleges and Universities down here pay $550 per credit hour, so as the fall semester winds around I may be forced to turn this down, or to "moonlight" as an adjunct instructor just one or two classes. How much teaching do you do vs. "consulting?" My ID job is full time, so I don't know if they would let me go down to part time or "consulting," but that might make giving my time away for free in the profession I really wish to pursue, manageable.

I find many parts of this note distressing, in order:

• The writer is not employed as an Instructional Designer (I mean no disrespect, we work where we can), but rather an instructional destructor. No good can come from reading PPTs, whether in person or {shudder} on video
• If a professor is moving his materials online, he should only do so when he himself knows enough to perform the necessary tasks. If he outsources these skills, his students will know. They will pity and loath said professor. More educational destruction will ensue
• The writer does not deserve (as s/he seems to indicate) to put up with a job like this. Even entry-level asst. profs should be able to design and craft the material – true instructional design – rather than convert the bloviating of others.
• My advice is to look for night classes to adjunct. I have found that these students are more motivated (your job easier) and willing to put forth effort (your job easier). Community Colleges are a great place to adjunct. Really. If you are doing for the love of teaching, ignore the cattle-call university courses and go CC. Just keep your day job. One has to, like in any mission field, eat.
• I wish the writer luck.

Online Adjuncting: the numbers

For those considering, or already involved in, online adjuncting. consider these numbers:

• $1250--amount paid (I worked up to this number) for a six week session
• 47 -- estimated number of days worked in a six week session (6 weeks x 7 days + 5 days pre and post class sessions for setup and grading--estimated low for grading)
• $26.60 -- per hour rate if you worked one hour per day
• $13.30 -- per hour rate if you worked two hours per day (more likely average)

Factors that affect these numbers:

• Add 8 hours if teaching a new class
• Add 8 hours if creating new quizzes for a class
• Add 8 total hours if teaching a writing intensive class (like composition)
• Subtract a half-hour per day if you type really, really fast and have a high-speed connecting. If not, add another hour per day.

Things that suck up your time:

• Different schools have differing rules on instructor participation. For the six week school used above, they required at least 6 days logging in. What they also demand, but do not say, is that you not only log in, but that you directly interact with virtually forum posting. This sorts out to about 30--45 minutes on a good day per class.
  
• Grading (see quizzes to cut the time) will take a large amount of time, especially if you are in a writing intensive course. I cut my essay grading time down using the GradeEaze program. I was able to save my most commonly used comments and just click them in. I still, though, had to check TurnItIn.com for plagiarism (I recommend using this site), and down and upload the submission.
• Offline prep. I tended to edit my materials every half year. I didn't, though, have control over the book(s) used, and when they changed (it was my responsibility to check the book list each six weeks to ensure I was using the right edition), I had update time to factor in.
• e-mails: students will e-mail you about anything. Then, they expect an immediate response, especially right before a deadline. I do not recommend giving them a phone number...perhaps an IM name, but no phone numbers.
• Number of students in class--the "max" at the school used in this scenario was 12--15.
• Number of sections/courses taught. If you are teaching three sections of the same course, then the time spent in each can be streamlined. Trouble begins when you are teaching 2-3 different courses. More trouble if those courses are spread across multiple schools (my record was 10 courses at three schools at the same time).

Other numbers:

• 6+ average years in acquiring a liberal arts PhD.
• 3 -- number of years to acquire a law degree
• $35-$42K -- starting salary for liberal arts instructors
• $0--$45K -- starting salary for law grads
• $50K -- average salary for liberals arts grad five to ten years into
• $80-$120K -- average salary for law grade five to ten years into

Still more numbers:

• $10K -- annual salary at one course per 6 week semester
• $30K -- annual salary achievable at this school (max of three courses per semester)
• $4326 -- annual cost of health insurance for a family of three
  
• $20K -- net pay
• $15674 -- net after health insurance

Final numbers:

• 24 -- number of courses to make $30K
• 288 -- number of students taught to make $30K
• 1440 -- number of essays (five per 6 weeks) per year for $30K
  

Online Adjuncting: quizzes

There are numerous reasons to create a quiz:

• One small attempt to ensure reading
• A chance to get a grade in the system
• Automated grading
• Easy upload

The first reason is pretty obvious: even more than on-ground, you can’t tell if the student has read…or even if the one logging in is the real student (it happens). But, with a handy-dandy reading quiz, you can at least ensure the student reads the material in the quiz… And that is something.

I taught mainly writing courses, so it was nice to get a grade into the system that was relatively high (reading quizzes are not meant to trip the student up, but to ensure reading) and graded by someone other than myself. Online quizzes do both. And they are easy, once made, to upload.

With that, how does one make an online quiz? Glad you asked. I used both BlackBoard and WebCT before they merged, and both handled quizzes much the same. You “code” the quiz, upload and link and set a date to run.

How to code a quiz:

1. Start with a list of questions (why write your own)…most books have a companion website or CD where they provide lists of questions. Copy/paste into a wordpad document. You will then choose the questions you want to include (I picked a decent number—around 25, unless they really didn’t read and then I picked 50)
2. Chose your questions, deleting the rest
3. You have pasted into a WordPad document because you want to eliminate all styles and formatting, and Word will try to retain these. Kill them all.
4. Format your questions. Automatic upload programs work by finding key words and tabs (similar to uploading into a database or Excel—which it really is). To define the type of question, enter the question type: MC, TF, etc…
5. Use tabs to separate question type from question from answers from answer types:

Question type Question? answer 1 answer type (is this the correct answer or not)

6. A formatted question looks:

TF A teleconference is appropriate for a group of people at the same location. False

MC The paperless office prediction was based on the belief that: real paper would be substituted with a more economic “fake” paper. Incorrect offices would eventually store information on electronic media only. Correct the world would have a tree shortage. Incorrect all of these. Incorrect onionskin paper would replace traditional paper. Incorrect

7. Save your file
8. Upload to BlackCT (the combined company will soon have a single platform—mark my words).
9. Link to gradebook
10. Define the parameters (when and how can they take it)
    

Subsequent questions are: do you let your students take a quiz more than once? Is it timed? Do you show them the correct answers? Do you show them which questions they missed?

Academic freedom, tenure and Ward Churchill

I have been interested in the ongoing saga of Ward “little Eichmanns” Churchill for quite some time. And I am not alone, do a quick search of the InsideHigherEd site and you will find a lode of articles and commentary.

Here are some of the links that caught my eye:

• A recent posting that explores the possible results of firing Churchill for plagiarism (the internal BU faculty review recommendation) and a possible chilling effect on freedom of speech. I would especially note the comments…they get pretty funny at times
• An older article on the Truth and Consequences – a pun that actually works here.
• The CU special reports page where the actual source documents can be found

After reading the committee’s reports, I found a lot of the commentary to be verbal dysentery. The committee, while elitist and snooty to the Ethnic Studies department, did a good job of teasing out freedom of speech from poor academic work (he plagiarized). What was missing, though, were the TurnItIn.com Originality Reports, which I would like to see.

A few culled excerpts (source):

· “As one example, Professor Churchill stated in his response to the Investigative Committee that ‘I doubt that any even marginally prolific scholar’s publications could withstand the type of scrutiny to which mine has been subjected.’” -- Sure, poison the well for other lazy academics.

· An overarching question that emerged in our discussions is whether different scholarly "standards" apply in ethnic studies than in other more
traditional fields, such as history.

· Professor Churchill's academic background and choice of publication venues are untraditional. Although many of his writings, including nearly all those discussed in this report, address historical and/or legal issues, he does not have formal training at the graduate level in those fields. Professors writing on the topics he addresses would typically have a Ph.D. in history or a law degree; Professor Churchill's graduate degree is an M.A. in Communications Theory.

· Many of Professor Churchill's publications predate his employment as a tenured Associate Professor at the University of Colorado at Boulder in fall 1991 and his promotion to (full) Professor in fall 1997. Our Committee therefore believes that at the time he was hired, the University was aware of the type of writing and speaking he does.

It seems that Churchill was the victim of not submitting a paper according to the (often unwritten) rules of “scholarship.” That is, he is not the typical child of the academy and will be punished for that.

One should know his place.