Category Archives: Reflections

SPSP 2019

In no particular order, some things I’ve learned this week at SPSP 2019 in Portland (See also #spsp2019)

* state mindfulness (ie as a result of a mindfulness task) can decrease motivation for goal pursuit (Hafenbrack & Vohs, 2018)

* a superordinate Aboriginal identity can incorporate and protect subgroup Aboriginal identities — and this work is happening right nearby me from SFU researchers (Neufeld & Schmitt, 2018)

* p values on a topic should skew toward the lower end if the effect is real (to the extent it’s large) rather than hovering close to .05. I knew this already, but I have a stronger understanding of why this is true (thanks to a talk by the amazing Simine Vazire at the Teaching Preconference)

* people around the world who encounter chairs inconveniently in their path differently move the chairs versus move themselves in predictable ways depending on within-culture and between-culture variables (Talhelm, Zhang, & Oishi, 2018)

* Goals that are set to include a range of successful end-states can be more motivating once people achieve the lower threshold. (The goal isn’t “done” then, but instead there’s a motivation boost to strive for the upper threshold.) (Wallace & Etkin)

* ongoing research is identifying differences in the way parents talk to older children about racism and racist incidents, ranging from awkwardness, shutting down, offering alternatives, to inviting conversation and helping the child form their own thoughts (Sylvia Perry’s work)

* The CREP (Collaborative Replications and Education Projects) exists and may provide an opportunity for our PSYC 217 Research Methods student projects to consider contributing to a systematic replication study  https://osf.io/wfc6u/ (Jon Grahe)

* There is a science of collaborative science (start with Feist’s work) that we should be using to inform our upcoming(!) evaluation of/adjustments to UBC PSYC 217 Research Methods group projects

* women ask fewer questions than men at scientific conferences (Carter, Croft, Lukas, & Sandstrom, 2018), BUT “correlational data shows that when women ask the first q, the entire question-asking period is more gender-balanced” (check out Sandstrom for suggestions)

* there are problems with sexual harassment and low diversity at SPSP… and SPSP is working to improve both. http://spsp.org/about/climate-survey

From social interactions… things I knew but had reminders this week

* people who are professionally successful are still people — they (we) feel vulnerability, uncertainty, insecurity, shyness, fear, sadness, rejection, etc… as acutely as anyone else

* living with kids is kinda exhausting… but they’re also fascinating and heart-filling

* I enjoy participating in poster sessions (when I have a poster) more than I think I will.

* career paths are not straightforward and linear — a person can be pushed and/or pulled in a direction and it takes work to make shifts successfully

* knowing people at a conference helps me feel like I belong here, more willing to engage, ask questions, follow up, approach speakers. This also makes me think about how hard it might be for some folks to break in to the community… and what the diversity-related predictors are of those challenges.

* my friends, colleagues, and friend-colleagues are AMAZING scientists and teachers and humans and I’m grateful to get to hang out among them.

On recommending (inexpensive) BC wine

Over the years, my husband and I have developed a knack for wine tasting, and particularly for enjoying BC wine. I like the challenge of confronting objective science with subjective experience, and the BC wine community is full of really great, smart people making, pouring, and drinking fabulous wines. If you want to know our faves, that’s another post entirely 😉

I’m often asked to recommend palatable but inexpensive (ideally <$15) BC wine that is available in Vancouver (ideally BC Liquor Stores). This is a tough category to crack, and for folks without wine knowledge it can be overwhelming… and the results can be rather underwhelming! So I started a basic list and informally surveyed my Facebook friends in- and adjacent to the wine community for their feedback too.

I added to the post: “For many complex reasons, often it will end up being the bigger brands or their subsidiaries, and I think that will just have to be ok. The idea is to invite people into BC wine, not to frighten or snob them out of interest (e.g., “just increase the budget” isn’t helpful here).” *Please scroll down below the list for a thoughtful response to this.

In a nutshell, if you’d like to go local, it’s tough to go cheap (again, see * below). There are many reasons for this, such as space. There are single wineries in Australia that produce as many grapes as the entire BC wine industry combined. So if you need to stick to a strict budget (I understand! I’ve been there!), I recommend buying slightly fewer bottles of slightly better wine… there’s a whole industry out there that gets a bad reputation because of the lowest end.

Here’s what came from the informal survey. What would you add? What questions do you have?

If choosing local on a strict budget, please consider:
Sperling The Market White ($16)
Hester Creek Pinot Blanc ($15.50) — or their bag-in-box series (which looks kitschy but actually is acceptable wine!)
Gehringer Brothers brand anything (these will be a bit sweeter as they’re done in a German style… but without *adding* sugar — see below)
Conviction brand (any; http://johnschreiner.blogspot.com/…/wines-of-conviction-fro…) — all seem to be $15 or less
Grey Monk L50 white ($13), Merlot ($15)
Mission Hill 5 Vineyards series ($15)
Ganton & Larson Prospect Series

If you can bump up a bit ($19-$24), try:
Arrowleaf Cellars
TIME Winery
Monster Vineyards

Please avoid these at all costs:
anything that says “Cellared in Canada” (long story)
Copper Moon
Sawmill Creek
Painted Turtle
Diabolica (there are piles of sugar added to this)

*Also consider this statement, from a friend and representative of the BC wine industry (ES):

“It’s hard not to say just bump the budget to $20 +tax because there are SO many more options at that price point and it will seriously pay off. You will be much less likely to find crazy high RS [residual sugar] in these wines, as well as way more interesting varieties, blends and styles. Remember that you’re supporting our economy when you buy B.C. and depending on which wineries you’re buying from, you’re supporting a small/family business! A lot of the wineries that can produce wine at that sub $20 price point are bigger wine corporations, so I personally think it’s easier to spend an extra $5-$7 knowing you’re getting more bang for your buck and supporting local.
There’s also something to be said for only buying at the BCL. If you go to the private stores, your selection for B.C. wines could be heavily increased (again, depending on where you go) and sometimes they are offered big discounts on already good-value wines which they then pass on to their customer. The whole supporting local, small/family business plays here too!”

Conference Follow-Up Questions on Peer Assessment

Someone who attended my conference presentation last month about Peer Assessment (see the blog entry here for slides), sent me some follow-up questions that I thought might be useful to capture here. Thanks for your questions! My responses are signaled by >>.

* How do you train students in the use of a rubric and in effective peer review, particularly in such a large class?

>> we developed the Peer Assessment Training workshop, which can be adapted for anyone to use https://peerassessment.arts.ubc.ca/ . If you have access to Canvas there’s a template and a demo in the Commons. If you don’t, stay tuned to our peerassessment website… we’re working on a fully open WordPress version for launch soon.

* How do your students respond to being graded by novice peers like themselves, rather than a more expert instructor or TA?  Does it take some convincing, or do you just present the evidence of the effectiveness of peer assessment and move on?

>> there is a range of opinions… but there’s a range of opinions about every pedagogical decision! I show them the evidence, make sure the assessment isn’t valued too highly, and give people a form to submit to have their grade re-evaluated by me if they want. That takes care of most concerns.

* You mentioned Peter Graf also assesses the quality of the peer assessments as well; do you know how he handles this?  (For instance, does the student being evaluated also reciprocally evaluate their peer reviewer?  Or is it something the TA does?)

>> He and his TAs grade the comments. It moves pretty quickly when they’re exported in a spreadsheet.

* In your slides, you mention two additional challenges: Students don’t trust each other, and comments were poor quality.  How did you address those challenges?  Any recommendations/ideas for how you would do it in the future?

>> The strategies above generally address these concerns.

 

>> If you’d like to try it out but are nervous about scale, you could always treat it as an opt-in pilot, so a sub-group of students try it out and give feedback. In a class of 440 I’m sure you can find at least a dozen students willing to participate… that’s one nice thing about very large classes!

Remembering my First Year as Faculty

Facebook “memories” are interesting. This one just brought me back to a dark year.

 

 

 

 

This post was from my first year as full-time faculty. For comparison, currently I have 11 classes to prep in the next 5 weeks (each to be taught twice, so 22 classroom hours, about 180 students total) — a lot (a LOT!) of other work of course, but it’s not the same at all. Everything was new and uncertain back then.

Back then I was teaching a brand new class prep every single day of the week (6 brand new classroom hours a week, starting from opening the textbook to learn what the content was going to be, often unfamiliar for me) and I taught a night class for 3 hours once a week (at least I’d taught that before). Close to 800 students total. Overwhelmed doesn’t even begin to capture how I felt.

No one at work reached out with help or support (at least not that I can recall). Perhaps no one noticed. My husband kept me fed and alive. I fell asleep about 10 minutes in to Friday night movie every single week, and was back on campus on Saturdays but “got to” work from home on Sundays. I took Christmas day off that year “because it was Christmas day dammit.” My friends were kind and patient as I walked around like a zombie. They intervened the next year: you can’t do that again. How will you make this better?

I do not miss that year.

How do we treat our new faculty, especially those with high teaching loads? I hope it’s not like this.

Presenting on Peer Assessment at the STP Conference

I’m delighted to be presenting on Saturday morning at the Society for the Teaching of Psychology’s Annual Conference on Teaching in Phoenix, Arizona (https://teachpsych.org/conferences/act.php). The title of my talk is “Peer Assessment of writing in large classes: Reliability, validity, and improving student attitudes.” Here’s a copy of my slides:  RawnTalk_STP_2018. Here is the rubric/assignment handout I give to students that I reference in this talk: Writing to Learn Instructions for Students 2017.

Are you here at ACT? The talk is 10:30am, Saturday Oct 20, Room Crescent3. I’ve prepared more than I expect to discuss. Come with questions if you like so we can spend more time on what the group is most interested in discussing.

Are you *not* here at ACT? Check out the action on Twitter! #stp18act