I made a mistake yesterday. It really illustrates that there is always the chance of something unexpected happening in the classroom. In holding to the premise that disclosure is good, I marched into my afternoon class yesterday and before I snapped in the video on charter schools that I planned to show, I announced that due to Bob's surgery, I will miss their presentations next week, and that the department chair will be substituting for me for the next two weeks. (That is the optimistic plan; there is also the pessimistic side: a chance that I will miss the rest of the semester, but I am choosing to believe that repair #4 will be the charm).

Hands shot up all over the room. Several faces almost looked like they might cry. I felt like a non-custodial parent who misses their kid's little league championship when they promised to be there.

I realized my mistake immediately. I should not have hit them with this news without having time to address all their concerns. I should have waited until Thursday, when I will have the time to hear them out and respond. I managed to field a few questions, and promised to fully discuss everything on Thursday. One question I took was whether the department chair will be participating in their assessment. Well, yes, to a degree. He will be taking notes of things that strike him. But I will still evaluate them, and much of the 20 points is determined by something other than the actual performance.

I took a lesson from this when I told the evening class. I do have the time in that class to field questions since it is longer. I told them how sorry I am to miss their big day and at the same time how proud I am to showcase what I am sure will be their outstanding efforts. The shock of the afternoon students gave me an idea about remaining connected. I gave them my personal email address since I check it on my blackberry, and the twitter name (howzerdo) where I will post brief updates (hate the word "tweet," find it an insult to birds) on surgery day, and during his hospitalization and recovery. (I don't plan to use it otherwise.)

One question several students in the evening section had was whether the department chair will ask them questions after their presentations. It was at that point I realized that presenting is a difficult task - it was for me as an undergraduate, and in fact, until I started teaching, I was afraid of public speaking. I had to answer yes, I think so, but he won't be trying to trip you up, so don't worry.

I promised them that I plan to err on the side of generosity with their grades.

One more class to tell tomorrow. It's the tricky one with the great midterms. Wish me luck.

You could knock me over with a feather. The class I wrote about here and here submitted the strongest batch of midterms I can remember. What a relief...both having them graded, and that they were very good.

Liz Bishop and John Gray advanced to the bobblehead vote finals! YAY!

There has been some attention on the TU blogs of the popularity contest nature of the competition, and that not enough attention has been paid to the charities. I think this competitor has been most sensitive to the criticism. While I understand the critics' point and don't like popularity contests myself, I am not that much more comfortable making it a popularity contest for charities instead of local media folks. Hopice v. Special Olympics? How could I ever choose? Special Olympics is sports-related, maybe that should be the deciding factor. But I know Hospice is a terrific organization. Choosing between charities would only work for me if one was an animal welfare organization. Everyone knows what I'd choose!

Basing it on the charity really doesn't work because people who go to the game are getting a doll, not a tee-shirt with the charity's name. Which face do they want on the shelf? I assume that's how most fans are deciding. But I won't be going to the game and getting one, so I don't care about the actual doll. Then, why do I care at all? Well, because it is a fun kudo for the winner. Why not just admit that?

I am really torn. Choose Liz because she started out as a sports reporter and broke barriers, or John who is so "hometown Troy" and writes my favorite newspaper column?

More ESP photos.





Bob's surgery is now scheduled for April 15! I have a LOT of schedule scrambling to do.

Dan DiNicola died last week, and I watched some of his old videos on WRGB:

Video 1

Video 2

Back here I linked to a post with lots of nice pictures, and Empire Plaza was called an "atrocity."

I thought I'd share what it looks like from inside the "atrocity." Here are some pictures Bob took with his blackberry from his new office. He moved from Troy to Corning Tower in Empire Plaza yesterday. The best part is that it cut his commute from more than a half hour to 15 minutes, but he is absolutely loving the view.

Looking toward I-787, Rensselaer and the Hudson River



Looking toward the Plaza, the Capitol and the Egg



A corner office ~ way to go Bob!

The detective wannabe in me thinks there is more to this story than meets the eye, that someday it will be one of those 48 Hour Mysteries type stories. It's a real tragedy. There are many comments on the stories at the Times Union and Buffalo News defending the home owner, many questioning the home owner's actions, and a few from people who know the victim. Lots of speculation. I say there are many questions and more details have to come out before the truth will be revealed.

The news stories report that both the victim and the home owner are good, upstanding people. I have no reason to doubt this, so I would believe that the victim was partying hardy with old college friends at a happy life milestone celebration, that he had too much to drink, that the suburban houses look alike, that he went into the wrong one accidentally, was acting stupid drunk, the home owner freaked because a stranger who was acting strange was in the house, interpreted it as a threat or was seized by panic, and he shot him. One could use it as an example of a home owner protecting their own life, family and private property, of the risks of violence when guns are handy, of the tragic outcomes possible from drinking too much, of a sad accident that took a good person's life and that will probably haunt the shooter forever. That's what I would believe, and I'd see the many sides to this horrible story.

I know what I just wrote is all speculation (very few details have emerged at this point), but the detective in me says it just doesn't add up. I'm no stranger to partying foolishness (especially when I was 31), but I can't remember an event, especially not one that was connected to a baby shower, having zero responsible people there - people like me who hardly ever lose control, even when partying. Who take car keys, make food and offer water. Wasn't there anyone at the party who noticed their drunk friend wandering off?

Then, I grew up in a place where locking doors was not always a given, but even then, when I was a teenager, the practice became pretty standard, especially at night. What are the odds that this guy chose the unlocked house? Wouldn't someone who was concerned enough for safety to rely on a gun lock their doors? Again, as a "responsible" person (I always turn lights off, be sure the stove is off, etc.), I am vigilant about locking the doors - and I am not all that scared of crime. It doesn't say that the door was unlocked, but even if the victim was pretty drunk, if he was the kind of person the news is reporting, how could it be that he had the skills or inclination to break in?

Something else interesting that is unrelated to it not adding up. I haven't "scientifically" tallied a qualitative analysis - but it seems to me that more of the comments at the Buffalo News site are supportive of the home owner, while more of the comments at the Times Union are supportive of the victim. An example, I think of being more comfortable believing bad things about "the other" and excusing the actions of your own, something we study in my Toleration class. "Your own" in this case would be "local."

This story brought tears to my eyes.

On another subject...

I was thinking that it was 4 years between publications. In 2006, my education book came out, and "Christmas Paper" appeared in the Freeman. I sent "It's A Wonder We Didn't Get Drownded" in eleven months ago, and it was accepted for publication in October.

When I went from administration to teaching, I thought I'd have more time for writing and marketing of my writing. That hasn't been the case, teaching demands a lot of time. And when I have free time (mostly in the summer) the garden and outdoors are irresistable.

I do like teaching better than administration, so it hasn't been a bad decision.

But I would like to see my name in print more than once every four years. I have to make it a priority this summer.

The Spring issue of Kaatskill Life is out! My story is on page 32. I'm psyched, it came out great! They used all three pictures (two postcards and a picture of Mimmie sitting at her kitchen table). They have a website but don't put entire issues online (and they haven't updated it to reflect the Spring issue yet).

Read the source for this startling graphic here.

Happy St. Patrick's Day!

We've been painting our bedroom. Last time it was done was over twenty years ago, so it definitely was a long time coming. It is green - just like almost every other room (although of course it is a different shade). That's a favorite color, or maybe the favorite color...Next weekend we will put in a much needed closet - then we will be done!

Last night's class went OK. Tough subjects even during my better classes - ethics and academic honesty. I always get a lot of "lip" from a few - they argue that cheating is not so bad / justified / not a reflection of students' moral character etc. depending on the situation. I always wind up telling them this is not a relativist subject and while I favor constructivism as a learning style, in this case I am a strict objectivist, as is the university, and their "feelings" don't matter. It comes as a surprise because I generally encourage all types of debate.

I knew it would be especially explosive last night in this class, and it was. A lot of the usual push back, but there is a student who is quite bright and participatory who argued a different (and I confess interesting) angle: if someone who excels in science is a bad writer, what is the big deal with cheating in a general education requirement? Of course I discounted that perspective, asked why is the university admitting students with bad writing skills? Agreed that gen eds may be BS, but that's the deal with getting a degree and the way to address it is not through cheating, that such strategy equals low ethics and raises doubts about whether such students would eventally find reasons to justify falsifying research in their fields. Finished off with saying, these sort of people would never be my friends.

I guess this is why I was preoccupied yesterday. Glad it is over.

Ugh. This has become such a common story recently that I almost didn't link it. But then I remembered that today I have been thinking of how much I dislike Thursdays, because I am not crazy about my night class.

I haven't had a class that I consider less than successful in quite a few semesters. The reason this time around is a general negative vibe. Also the students don't seem prepared. It's terrible that a handful of students spoil the atmosphere (the vast majority of students are great), but what can you do? I noticed the dynamic immediately and made an effort to change it - which has worked to some degree, but not completely. I find myself having to be way too much of a controlling behaviorist, and I don't like that style of teaching.

So here it is, halfway through the semester, and I dread going to class; counting the days until it's a wrap. I will give out the midterm this evening, which should be a wake-up call. Unfortunately, I have a feeling the call won't be heard until less than stellar grades are reported (as undoubtedly will happen), seeing the questions won't be enough.

Now you may wonder what this has to do with the disgusting linked story? Well, this isn't the reason for my low opinion of the class, but last week I was teasing some students during discussion about a question that had to do with animals (and I have made it clear many times how much I love them), when one of them shouted, "I hate animals." She wasn't kidding, she was deadly serious.

OK, not everyone has to feel as I do, she isn't a candidate for being a personal friend in real life (or on facebook) and it certainly has nothing to do with how she will be graded, or really with the negative atmosphere of class. I don't dislike this student, in fact I approve of students who participate, regardless of what they contribute. But it struck me as extreme cluelessness - the professor has clearly stated her passion for her pets during the class go-around, and when I am telling stories during lectures. So it would be a good idea to keep your mouth shut on this issue, even though I was teasing the group, and I doubt the student intended to be mean-spirited. However, I consider it disrespect and a direct in-my-face challenge, to be honest - a perfect demonstration of why I don't like going to class every Thursday.

So the actions of the degenerate in the TU story I linked - not a surprise. This student would probably shrug at his behavior.

I didn't vote because I think they all deserve to win! Yay for dogs!

Well, the eighth (!) anniversary of Gully Brook Press passed yesterday and I didn't even remember it until just now.

My building on campus has been in the process of renovation for the past couple of years, and today they are finally up to the third floor. It was (still is) kind of shabby, I guess, and when they are done it is much nicer - but I am a little freaked out because I know there is asbestos up there...

...also it makes a lot of noise, which I can't stand.

Woke up to more snow. Had coffee and breakfast, got dressed, went outside to shovel...and discovered my neighbors had already done it for me!

Our beautiful Schodack Island State Park is on the closure list




NYS State Parks Closing List:

Long Island
Brookhaven State Park Suffolk Close Park
Bethpage State Park Suffolk Eliminate Winter Sports;
Reduce picnic area and polo field
Caleb Smith State Park Preserve Suffolk Close Park
Cold Spring Harbor State Park Suffolk Close Park
Connetquot River State Park Suffolk Close Weekdays
Heckscher State Park Suffolk Close Swimming Pool
Jones Beach State Park Nassau Close West Swimming Pool;
Eliminate July 4th fireworks
Montauk Downs State Park Suffolk Close Swimming Pool
Nissequogue River State Park Suffolk Close Park
Orient Beach State Park Suffolk Close Park
Trail View State Park Suffolk Close Park

New York City Region
Bayswater Point State Park Queens Close Park
Riverbank State Park New York Reduce Operating Hours;
Close Outdoor Swimming Pool;
Eliminate Seniors Classes; and
Community/Cultural Events

Palisades Region
Fort Montgomery Historic Site Orange Close Historic Site
Harriman SP– Anthony Wayne Orange Close Park Area
Harriman SP – Group Camps Orange Reduce Maintenance
High Tor State Park Rockland Close Pool
Knox Headquarters Historic Site Orange Close Historic Site
New Windsor Cantonment SHS Orange Close Historic Site
Schunnemunk State Park Orange Close Park
Stony Point State Historic Site Orange Close Historic Site
Tallman Mountain State Park Rockland Close Pool

Taconic Region
Donald J. Trump State Park Westchester Close Park
FDR (Roosevelt) State Park Westchester Reduce Swimming Pool Season
Hudson Highlands State Park Putnam Close Arden Point Area
James Baird State Park Dutchess Reduce Golf Course Season
Mills Norrie State Park Dutchess Reduce Golf Course Season
Olana State Historic Site Columbia Close 2 Days per Week
Philipse Manor Hall Historic Site Westchester Close Historic Site
Rockefeller State Park Preserve Westchester Eliminate Interpretive Programs
Taconic Outdoor Education Center Putnam Eliminate Interpretive Programs
Taconic State Park – Rudd Pond Dutchess Close Rudd Pond Area
Wonder Lake State Park Putnam Close Park

Saratoga-Capital Region
Bennington Battlefield State Park Rensselaer Close Historic Site
Hudson River Islands State Park Rensselaer Close Park
John Boyd Thacher State Park Albany Close Park
John Brown Farm Historic Site Essex Close Historic Site
Johnson Hall State Historic Site Fulton Close Historic Site
Max V. Shaul State Park Schoharie Close Park
Schodack Island State Park Rensselaer Close Park
Schoharie Crossing Historic Site Schoharie Close Historic Site
Schuyler Mansion Historic Site Albany Close Historic Site

Central Region
Chittenango Falls State Park Madison Close Park
Clark Reservation State Park Onondaga Close Park
Fort Ontario State Historic Site Oswego Close Historic Site
Helen McNitt State Park Madison Close Park
Herkimer Home Historic Site Herkimer Close Historic Site
Hunts Pond State Park Chenango Close Park
Oquaga Creek State Park Broome Close Park
Old Erie Canal State Park Onondaga Close Park
Oriskany Battlefield/Steuben SHS Oneida Close Historic Site
Pixley Falls State Park Oneida Close Park
Robert Riddell State Park Delaware Close Park
Selkirk Shores State Park Oswego Close Public Swimming Beach

Finger Lakes Region
Beechwood State Park Wayne Close Park
Bonavista State Park Seneca Close Park
Chimney Bluffs State Park Wayne Close Park
Newtown Battlefield State Park Chemung Close Park
Springbrook Greens State Park Cayuga Close Park
Two Rivers State Park Tioga Close Park
Buttermilk Falls State Park Tompkins Close Public Swimming Area
Seneca Lake State Park Seneca Close Lake Swimming Beach
Stony Brook State Park Steuben Close Public Swimming Area

Thousand Islands Region
Canoe Island State Park Jefferson Close Park
Cedar Island State Park Jefferson Close Park
Eel Weir State Park St. Lawrence Close Park
Keewaydin State Park Jefferson Close Park
Macomb Reservation State Park Clinton Close Park
Mary Island State Park Jefferson Close Park
Point Au Roche State Park Clinton Close Park
Sackets Harbor State Historic Site Jefferson Close Historic Site

Genesee Region
Hamlin Beach State Park Monroe Close Swimming Beach 3 Days per Week
Oak Orchard State Marine Park Orleans Close Park
Regionwide Multiple Eliminate Camper Recreation Program

Niagara Region
Joseph Davis State Park Niagara Close Park
Knox Farm State Park Erie Close Park
Niagara Falls State Park Niagara Reduce Interpretive Programs
Wilson-Tuscarora State Park Niagara Close Park
Woodlawn Beach State Park Erie Close Park

Allegany Region
Allegany State Park Cattaraugus Close Quaker Area Swim Beach;
Close Quaker Cabins Area on December 1st;
Eliminate Winter Trails Maintenance;
Reduce Recreation Programs
Long Point State Park Chautauqua Close Park

I certainly got my work out this week! I'm quite proud of myself, actually. This was definitely what I always considered too much snow for me to shovel alone, but I did it! It took me a total of 4 hours - that's 1 hour the first night clearing the initial snowfall from the sidewalk, 2.5 hours on Wednesday doing what fell overnight on the sidewalk and along the curb in the street, and a half hour yesterday morning, to shovel out the car from the church parking lot. Yesterday morning had the most unpleasant conditions, since the second storm was just beginning, and it was nasty. I got soaked through. Wednesday was exhausting - the snow was as heavy as cement. We got almost entirely rain from the second storm, so I don't have to shovel today.

Amazing. The TU's reporters really take the cake when it comes to animals. Here it is again: "Don’t get me wrong, I’m an animal lover..."

First time it PO'ed me: HA HA HA HA. And, since the source here is the TU's most ditzy/snarky: LOL LOL LOL LOL.

In a world where this "reader" is thought to be normal, and the question posed is considered reasonable, is it any wonder that scum like Michael Vick and the dude who recently drowned and burned his cat in Albany walk free?

Lots going on, none of which I feel comfortable posting here yet. I've been busy, as usual, with the semester. It looks to be a stormy week - better have my shovel handy!

Snow today! I shoveled for about an hour but I am going to have to do more. This storm is right on the border for me - not quite enough to justify hiring someone but almost.

Having some hassles in two of my classes. Doesn't happen often but when it does, it is usually during the spring semester. In one class it is sort of an overall negative vibe and the other is due to one student acting up. As a result I am really happy to have a couple of days off (abbreviated Winter break).

Bob found out his surgery date: April 27.

District 9 was nominated for best picture? Huh? Got to be kidding! I had to do a double-take, thought maybe it was a list of Razzie, instead of Oscar nominees. I don't care if there are 10 nominees this year, no way should that movie be on the best picture list! It was one of the worst movies I have every watched, one of those films where you walk out mad because you were cheated! You wasted money and time, and it results in your not feeling like going to the movies for a while. If I had been home instead of trapped in a movie theatre, I would have turned it off. Bob fell asleep during it, and he loves sci fi.

In one way, it reminded me of Starship Troopers - great concept, wonderful beginning, then after a half hour, it descends into ridiculous. That wasn't so bad in Starship Troopers - I mean, you kind of knew all along where it was going: bug war. In District 9, they completely blow it. It was nothing more than 10 ideas copied from other popular recent movies, blended together into a meaningless extended chase scene. I always envision a bunch of "kids" sitting around a conference table throwing out ideas...hey, wouldn't it be great if we took that scene from the Matrix and combined it with that scene from War of the Worlds and got that guy who was in X to play the hero? "Wow dude that's genius!!!"

I suspect it landed on the list only because of the interesting setting, and the beginning was good, because aside from that, it sucked.

I wasn't assigned Catcher in the Rye in high school, and didn't read it until I was an adult. Maybe that influenced my perception, but I don't think so. I didn't like the book at all, and I hated Holden. I've never been able to understand why Salinger received such praise for writing it. If he wasn't so eccentric, would the book have been forgotten instead of becoming a modern classic?

How ridiculous. They are objecting to Mother Teresa getting a stamp? Other religious figures are on stamps. Be consistent, or get lost.

Very interesting site, this is a post about removing the Bresee's facade in Oneonta.

Update: I'm happy the building is being renovated, I believe in restoration, but still sad to see the facade's no more.

Late in the afternoon on Monday came the sounds of emergency vehicles and sirens. I knew something bad must have happened, something different than a fire. Shortly afterwards at the TU website I saw that someone had jumped from the Castleton bridge. The latest story is here.

That she was exactly my age freaks me out, but more than that, the whole concept of suicide freaks me out. I haven't written much on the subject here (surprising since I started GBP in 2002), but here is a post that mentions the topic and here is another.

I've known too many people who have committed suicide. I've never really understood it among the young either, but always thought in youth we don't understand that things will look a lot different in two weeks or two months or two years. I wonder what desperation, what heart break would drive someone my age to do it. Such a scary way to choose also, that bridge is so high up over the Hudson. Bob says maybe she was on one of those drugs that lists suicidal thoughts as a side effect?

Added: I should have remembered to link this too, another recent, horrible suicide tragedy.

I was so tired last night! But I will get used to my routine again. The two classes I had went well.

I was inundated with emails this past week or so from students asking to get permission numbers, since all my classes have been closed for a long time. That happens every semester, but it seemed even more so this Spring. I was worried there would be 25 people at each class asking to get in. I was prepared to take names and decide who would get in later, after prioritizing them.

I can't handle classes of more than 35, and I don't want all four of my classes to be even that big, I prefer around 30, maximum. It's too much work for me, and also the dynamics of the class suffer when enrollment is too large. This semester, with Bob's upcoming surgery, I am sure to fall behind in February, so I have to be especially careful not to over burden myself.

Luckily only a few showed up at each class, so I could let them all in. I guess students send mass spam emails to many professors and see what the responses are, they just want to get into any class and don't want to put in the effort to go to each one.

In the toleration class, I was a little concerned to see that there are only two freshmen. It is supposed to be a freshman class, and in the fall, 75 percent of the seats are reserved for new students. In the Spring, it is first come, first served, so the seats go quickly to seniors, juniors and sophomores, because they register first.

There are four or five students in the class who have taken classes with me before, and one student in my afternoon class - which always helps the class atmosphere.

My first day on campus is Thursday. It's always nerve-wracking, coming off a very peaceful and isolated month. The chaotic atmosphere and crush of people...

After a day or two it all becomes normal, though.

You can donate for Haiti at the Catholic Relief Services website. I can vouch for this organization, I have sponsored a girl in the Philippines for years through them.

My Kaatskill Life story is in final! Watch for the Spring issue.

A couple of stories in today's TU that really upset me:

1) Murder someone with your vehicle, get a "traffic ticket."

2) Diddle around with kids, get the case "adjourned in contemplation of dismissal" (and then sealed). Move on to become a repeat offender!

Spent yesterday afternoon on campus. Got into a hassle with a student - nothing serious, but it was still irritating.

In the morning Bob had a doctor appointment. The news isn't good. He's be having another surgery within the month.

Noted. Why does the "paper" constantly lament what we are interested in, and sniff about what we should be reading instead? And when the subject is animals - the horror! The economy! Healthcare! Climate Change! Needy people! So much more important!!

The irony - why do you suppose the linked post (and the two links within it) were written? To grab a bit of the traffic generated by Luna. "I love animals but..." don't you just love that? Why is it necessary? The writer knows what they are writing is pure evidence of just the opposite. But it shouldn't have been covered so much! But other things were neglected! And who cares anyway, wink-snark?

I haven't jumped into writing on this subject before today, but I was delighted when she was found, wondered what the h-ll was going on at the vet's office, and I say good for the owners that they were able to get the media and the community involved. The folks who blog for the TU must have to avoid the subject of pets to keep the workplace civil, you think?

I'm starting to get ready for the Spring semester. I'll be spending 1/2 day on campus tomorrow (where it will likely be very cold, as they turn the thermostat way down during intercession). First step: hoed out a lot of paper and assorted crap from the (home) office. Tomorrow is recycling pick-up day so it is a good time to get rid of old paper.

Happy birthday, Ma!

I'm very excited - today I am getting the new (well, released in September) Margaret Atwood book. That's the one pleasure read I wanted to do over the break.

Whenever I have these downtimes between semesters, I get to thinking that I wish I was a writer, rather than an instructor. I traded administration for teaching, but I really was dreaming of writing. Sigh. Writing just won't pay the bills, and there isn't enough time to change that.

Over the past couple of semesters, I have been seeking ways to make assessing students easier. I use a complex (and at times convoluted) portfolio model. It works great for the most part, but it is A LOT of work. With 110 students per semester, it can drive me to the breaking point three times per year...and when the year is like the last one, that isn't a good point to be.

I managed to chop peer assessment by half; usually I require students to evaluate peers twice, for the past two semesters, I made them do it only once. That one change really cut down on the time needed for data import, checking, etc., and I found that replacing one peer assessment with other measures I already collect that don't require input worked just as well.

Then today, I learned something new! (I'm excited because that doesn't often happen.) I have been struggling with how to share grade breakdowns with students. I always did merge letters and emailed them individually. That was so time consuming. Once the university switched to blackboard, I have been trying to find effective ways to share final grade breakdowns with students. The new thing I learned today: I got my final spreadsheet tallies into blackboard. It took a little playing around to accomplish it, but nothing extreme!

Today is Bob's 50th birthday. Hard to believe! Yesterday it was confirmed that he will need another surgery. Great present!

I always spend some time reflecting on my classes once the semester is over. Something I notice in the toleration class is that there are students (seems to be quite a few, although this is anecdotal and I haven't counted them up based on writing or discussion) who hold two positions that disturb me: 1) a belief in ethical relativism (which little understanding or distinction between the subjective or conventional forms) and 2) paying lip service in support of, but having very little respect for free speech. Many of these students want to have it both ways - they insist they are tolerant but at the same time believe in censorship, and they are uncomfortable with examples of relativism's dilemmas (ie, slavery, Nazis, infanticide) but hold fast to the "everything's relative" mantra, personally and/or societally.

Since many of the students in the toleration class are freshmen, I have suspected that they don't really understand the relativism / objectivism debate, are not familiar with the (valid) historical origins of relativism, don't truly comprehend the meaning of political tolerance, and are confused about social and moral tolerance. But even after several classes on the subject, on the midterm some students continue to argue positions they can't logically defend.

Now I do my best to be "vanilla" in my classes. I've never been someone who respects when teachers and professors push their opinions on students. I select the materials and let students make up their own minds. I have to admit, though, that these two positions I detect nearly every semester in at least a few students bother me.

I've read (on the Internet) assertions that this is coming from K-12 schools (and colleges) pushing an agenda. I have a hard time believing that is what is responsible for it. Not that I think agenda-pushing is absent from schools (and higher ed institutions), just that I am not sure how effective it is. Blame is sometimes assigned to teaching multiculturalism and even on classes such as my toleration course. (The latter is amusing and demonstrates the same ignorance these students have with understanding what the word actually means.)

Full disclosure: I support teaching some level of diversity and multiculturalism. However, when I solicit student input on how much multicultural curricula and methods they have experienced, although nearly every student has been exposed, it is limited to food festivals and fairs about an array of individual (and usually non-threatening) cultures. Any sort of deep immersion is very, very rare - practically nonexistent until college, and even there it is usually through solitary electives. Finally - toleration especially but multiculturalism also do not automatically equal ethical relativism and reduced free speech.

So I am not sure that schools (and colleges) can be the primary cause.

I think it has more to do with just general societal attitudes and misunderstanding. It isn't just schools or colleges. It's everywhere, and I believe stronger and more influential in media (for example) than in academe.

Here is my photo tribute to Edna.

This is a picture of Edna when she was young. She died at 10:15 am on Saturday, December 26. She was at least 17 years old. She was a full-grown stray back in October 1993 when we took her in. She'd been living on Main Street for a couple of months, and Richie had been feeding her. He convinced me to take the beautiful cat who was always sitting on the front steps of his restaurant when we ate there. He said, that cat will never survive the winter. She wasn't wild cat material. I wrestled with the decision for a couple of weeks before going there one night, picking her up and telling her "sweetheart, this is your lucky day." I'd always liked cats, but never had one, and even now, I'm still more of a dog person.

Edna could turn you into a cat person, though. She was a Maine Coon Cat, beautiful, friendly and sweet. She had long hair and enormous green eyes. Not once in her life did she do something bad. At that time, I had two elderly dogs -- Howie and Penny -- and I wasn't sure how they would handle a cat. For two weeks I kept her on the front porch, and then slowly introduced her to inside. At first, when I wasn't home, I kept her in the office, which is the room I am in right now. Then we let her have free run, and there was never a problem with either of the dogs. She didn't scratch them, and they didn't chase her.

After Howie died, Edna was very upset. Then we adopted Rudy; she had to put up with an active puppy, which she did with great patience. Eventually, Rudy and Edna became great friends, and when he died she mourned him very deeply. After Penny died, we adopted Sophie -- who has never bothered cats at all, she's be a "0" on the cat reactive scale that shelters use. But four years ago, when we adopted Sam after Rudy died, once again Edna had to raise a puppy. Two years ago, she had to accept Ande - and she did. He loved her, and she tolerated, maybe even lukewarm liked - him.

Even as a young cat, she only rarely played, and when she did, it was always with a rubber band or twist tie - cat toys didn't interest her. She was a big, dignified cat. She didn't like cat treats, but she loved regular people food - even chicken parmesan - and barbeque potato chips. She only liked fish flavored cat food. A few years ago, after the pet food tragedy, I switched her to Wellness (could do an ad for them!). It had to be from the tiny 3 oz. cans - she wouldn't touch it if it was scooped from a larger can. (I even tried fooling her by using a small can as a "cookie cutter," but she didn't buy it.)

She loved salmon, the kind that comes in a foil pouch. She also loved tuna, but I didn't give it to her often, due to the mercury. She never required grooming or nail cutting until she was quite old. She rode loose in the car (but often got car sick). She went outside nearly every day in the good weather, and occasionally in the winter, never went too far from the house, and came when she was called. She was able to jump quite high until just a few weeks ago.

She got a few mice in her lifetime (and a chipmunk over the summer!), and years ago, one bird (the only time I was truly mad at her). She spent most of her time in the kitchen, rarely venturing into other rooms of the house, especially in recent years. I let her get on the table, and that became her favorite place.

She declined gradually for the past few months, and then more dramatically for the past month. She was quite sick for a week before she died. I suspect she had cancer, since the tests she had on Tuesday didn't show kidney or heart problems...they showed anemia. She had lost weight - went down from nearly 13 pounds to just under 9. It wasn't easy to tell because she was so fluffy. Her last night was not pleasant, although except for a couple of episodes and the last five minutes, she was comfortable. Ande spent several hours laying right beside her, it was very sweet of him. She died in front of the fireplace in Samsonville. We had spent the night on our sofabed, so we could be near her all night.

On Saturday afternoon, we buried her next to Rudy. There was a snow cover and it was a drizzly day, but we managed. Back home in Castleton, the house seems so odd, the kitchen in particular. She was always there - on the table - begging for the food she loved to eat. What a sweetheart she was; that October day back in 1993 was not just her lucky day, but mine.

Ande is very upset. I suppose he will adjust eventually, but it is hard to handle. Because of her age - how much longer can you expect a cat to live, even one who has had a remarkably healthy life? - it isn't as difficult to accept, plus I didn't want her to suffer, but it still is very, very sad. How I will miss her! RIP my dear Edna. I won't forget you.

I finished grades an hour before the deadline. The Fall 2009 semester is officially over! Yay!

Still grading!

This is so cute!

If you're in California - these 63 young, female Basset Hounds were recently rescued and need homes.

Update: I don't believe anyone who truly "loves dogs" could write this.

Another update: The "dog lover" in the above update wrote: "I’m annoyed when dining at people’s houses if their dog is permitted to pester while we eat." I wanted to comment (but didn't, as it didn't seem polite): Oh yeah? Not that it matters since you will never have the pleasure of dining at my house, but not only will my dogs pester, they will LICK THE PLATES after we're done. And then I will put the dishes BACK IN THE CABINET. Added bonus, it really saves the planet - I'm so green. So there.

I wanted to write something about Christmas last night when I posted the picture of the tree, but it was late so I decided it would keep. It still should be keeping (the clock is not quite ticking on end of semester grades, but it will be soon enough). But I can't resist. A couple of unexpected tasks surfaced today anyway, so I decided to take care of them and get back to grades tomorrow.

I remember my mother telling me that Aunt Dot calls her Christmas ornament box her "box of memories." On Saturday it struck me that mine is too. With the smaller tree I could really enjoy selecting each one and reflecting on how long we've had it and where it came from. The angel my mother made, the basket my sister made, the downtown Albany collectible series, the handmade ones for each animal, from the Empire Plaza craft fairs. The three Avon ornaments, the mice Santas that I've had since childhood and were a gift from Aunt Dot, the needlepoint Santa that Davine made.

We haven't decorated in Samsonville yet, and won't until we go there for Christmas. But I know there is another box of treasures waiting for me.

The boy scouts cut it for us yesterday. I think it might be the smallest tree we've ever had. I love it, minimum disruption, it fits well in the small space of the livingroom. It's the first time in several years that we haven't gotten a scotch pine.

We got more snow. It was a big storm that they under predicted. I cleaned off the vehicles and a little in front of the door, but this time, it is worth getting someone else to do the rest.

Lots of people point the finger at research in social science or education and profess skepticism (or even hostility) but an awful lot embrace natural science or medical research more easily - because the data and methods are not "soft." I am generally pretty skeptical, even of so-called "scientific" research, including medical. (See my post about educational technology; as an undergraduate, I told a history professor "technology kills me" and he proceeded to write it on the board the next class to spark discussion.) So the recent controversies about climate change, the hackers, and the suspicious emails and data don't shock me.

How many cases of dishonesty can you cite? Just give it a moment's thought. In my class that covers academic dishonesty, I ask students to consider all the things that have been in the news in the not-too-distant past: corporate corruption (insider stock trading & employee/retiree pension squandering); government corruption; sexual abuse by clergy, school personnel and others with access to children; plagiarism and fabrication by news reporters and writers; increased reports of cheating by students; fabrication of scientific evidence by researchers; violations of fair play, as well as crimes etc. in athletics; theft of public funds by school district officials; falsifying assessment data by teachers and administrators; and medical and legal malpractice. (List adapted from University of Michigan Center for Ethics in Public Life.)

This doesn't raise to the level of many of those scandals, but it does speak to how common (at best) incompetence, and (at worst) fabrication can be in widely accepted (and respected) research. In 2000 or 2001, I attended a conference where the keynote speaker was a man presenting on student learning styles. I’d never given the subject much thought, and in fact, did not really study the issue myself until several years later, after I started teaching. But the presentation that day really captured my interest. He was a very dynamic speaker. I remember he spoke a great deal about the ways students learn, and the proportions they retain, based on each way. Something that stood out was that he asserted that students don’t remember as much from some approaches, and retain a lot from others. Things such as reading and listening were very low on the retention scale, while drawing or speaking were higher. He even illustrated this point on a flip chart.

A few years later, after I started teaching, I was interested in what he presented for two reasons: first, when thinking about various assignments in my classes, and second, because in one of my classes we study educational philosophy and psychology. Over the years I remembered the presentation, and did some research to see if I could find anything in the literature to support his points. I was never able to find what it may have been based on when I searched. Then, a few years ago, when I was working on material about learning styles and online learning, I made a major effort again to see if I could find anything related to what he had presented that day, and finally I landed on it.

What he presented was based on “Dale’s Cone of Experience,” from 1946. It depicts learning from concrete to abstract and was the first to attempt to describe the connection between educational theory and technology (specifically, audio-visual). Computers weren’t around so this means radio, movies, television, etc.

Here is the original cone:



Dale, E. (1946, 1954, 1969). Audio-visual methods in teaching. New York: Dryden.

At some point, proportions were assigned to the various approaches, just as I remembered from the dynamic speaker at that conference nearly 10 years ago. Problem is, there is no evidence to support the proportions; although they are frequently attributed to Dale, he never suggested we retain 10 percent of abstract approaches and 90 percent of concrete approaches. He never implied one approach was better than another. However, the proportions continue to crop up in papers, websites, presentations, etc. I think it sounds “anecdotally good” to us, that hands-on approaches such as internships result in more retention of material than listening to lecture or reading a book, that watching a DVD is somewhere in the middle. But there is no data to back this up.

Here is a version of the cone with proportions:



A number of sources de-bunk the proportions, document how widespread citing the proportions remains, trace where the proportions originated, and this one does all three.

Not one person at the conference challenged the presenter. I wish I knew more at the time, so that I could have done so. It would have added a bit of spice to the Chicken ala Marriott! What is funny to me is that I so distinctly remember his presentation, yet did not speak, take notes, draw, watch a video, or present. (So much for only retaining 20 percent of what I hear.)

Unrelated: It did snow on Saturday, maybe 3 inches. I shoveled! One more thing Bob can't do. It wasn't enough snow to make getting someone else to do it worthwhile. With our new, pristine sidewalks, it wasn't so bad.

Fence is fixed, classes are done, grades are due 12/21 - and the "feel" of snow is in the air.

We've been playing doorman. Apparently, not having a fence for a few days really made the dogs appreciate having a yard!

Sitting here with Ande in my lap. Makes it very hard to type...

The fence will be fixed by Wednesday, yay!

I've always found Empire Plaza to be arrestingly utopian.

Update: This got me thinking about when I first started working in Albany, in November 1985. I’d blown off my job in NYC in April of that year. Couldn’t face another summer in the city. I worked at a variety of temp jobs in Westchester County that summer and fall. I wanted to go to graduate school but didn’t see a way to afford it, what with rent, commutation, etc. Must have been Veteran’s Day when I impulsively got the idea to go to Albany and check it out. I’d visited many times before, for elementary school museum trips or holiday shopping at Colonie Center, the only mall around, but it had been years since my last visit, and I’m not sure I’d ever walked around downtown or seen the campus. Bob was agreeable - it had been his idea to go to NYC and now it was my turn. I remember “We Built This City” was a popular song on the radio that had just come out and it was playing when we drove on 787, with the fabulous view of Empire Plaza and nearby buildings. I always associate that song with the Plaza when it is lit up at night. Funny.

We liked what we saw, and started looking for apartments. Not an easy task with two dogs! That night we slept in the car in a Grand Union parking lot and the following day we found a decrepit little bungalow that seemed like paradise. We were moved within a couple of weeks, and went to work finding jobs. I got a temp position at the NYS Office for Aging, at Empire Plaza. The weekend before I was to start we had tickets to see Cats on Broadway in NYC. (One of the few shows I’ve ever hated.) My brother had treated us, we were taking his twins to celebrate their 16th birthday. I got back to the Capital District from that trip only shortly before my temp job began. I changed my clothes in the bathroom of Dunkin’ Donuts on Lark Street and traipsed off to find the Plaza. I asked a passerby which one was Agency Building 2?

My supervisor at that job taught me to use Lotus 1-2-3, as I mention in this post. Knowing the software opened a lot of doors for me! A temp salary in the Capital District goes a lot farther than in NYC. We were able to figure out what we planned to do with our lives, get better jobs, go to graduate school, buy a car and a house. Yes, Albany has been good to me - and that humble job in Empire Plaza was just the beginning.

When we got back to Castleton, the clocks were blinking. The power was out for 5 hours, or 17 or 29...not sure. It must have been very windy. Sam went out in the yard, and when I went to let him in, I noticed that four fence sections were down. Sam was gone! It was dark and we couldn't see him, but after a few minutes of panic, he came when Bob called him. It's been years since we didn't have a fenced yard, I hope we can find someone to fix it fast!

I have been asked about online discussion, and online teaching in general in the past, and I have formulated some thoughts on the subject.

My history with technology

Back in high school, although mainframes and terminals were used to print our schedules and grades, the average person wasn't using computers and there were no PCs. In college, geeks may have studied programming (ie, basic, cobol, etc.), we had to submit typewritten papers [where you had to throw out the page and type it over when you made a typo], I typed papers on my high school graduation present Smith Corona for $1 per page, and I hated technology.

After college, Lotus 1-2-3 debuted, businesses bought one PC for each office, and I learned how to work a spreadsheet. In graduate school, I spent many late hours of my first year in the computer lab, and for the second year, bought my first home computer - a 286. In my job in administration during the early & mid '90s, I became known as the resident computer expert, and email replaced the phone (and I was thrilled. I hate phones, all of them - but cell phones especially. I don't want to be contacted everywhere. There is some technology I still hate! I got a Blackberry in February, but I use it exclusively for email. I don’t give out the number, or answer it if it does ring, or check the voice mail.).

In the PhD program, distance learning was in its infancy - amazing to take a class with a cohort at a distance connected to us via real-time video and audio - there were many freezes and the audio was terrible - but we felt like pioneers. Today you can whip out your desktop camera, record yourself, and post it to youtube! Now the Internet is everywhere. Wireless is at cabins in the woods. And since 2000, I have been an "early adopter," as an instructor in the online world. A lot has changed for me since the late '70s!

My relationship with educational technology today

I have taught online since 2000, during summer session since 2001, on campus during the evening since 2002 and daytime since 2003. I have been a "telecommuter" since 2000 - this was true even at my last non-teaching 9-5 job, although since 2003, during the academic year, I spend two days per week on campus. But the rest of the time, I do my work via the 'net with only computers and animals for companions - and in the summer I work 100% from home, teaching only one online class (and doing advising of graduate students via email).

The importance of instructor presence in online classes

In the discussions, I do read the posts, but I very rarely jump in. I will if it is getting really out of hand, with flames, silliness, rude behavior, etc., and I have had to do this on occasion. (Not for the past several semesters, though.) Sometimes I will if I notice that I am being asked a direct question, also. I set the topic and rules, and then I allow students to manage the flow on their own. In the group-led discussions that are a part of the regular semester length class during the Fall and Spring semesters, I always post something in answer to the group's questions. (There is no time for group work in the 6W2 summer class.)

I have found that when I involve myself in the regular discussion too much, it tends to stifle students to some degree. That may not always be true, but there is some tendency. On the other hand, student comments indicate that satisfaction with online learning increases when the instructor is at least somewhat active. So, in terms of general feedback, I give all students a status update twice, I do the same thing with final grades, I try to give helpful comments on essays, and I write feedback to the whole class every module. I rarely react to journal entries, but sometimes I do. (Some semesters I have reacted to many journal posts - particularly during summer session, when I have a lot more time.)

I notice many online students comment that they did not know me or others in the class, that they did not feel a sense of community, and that they felt very much on their own. I also note a difference in my class evaluations – it seemed students in my on campus sections give more positive evaluations than online students. This remark isn’t at all humble, but what the heck: in all of my classes, whether online or on campus, my student evaluations are very high – 4 point something, often very close to 5. This is the highest in my department, in fact – and it is something for which I am very proud. So I don’t like that the online class generally comes in slightly lower.

I always answer "Ask A Question" posts and email as soon as I notice them. In recent semesters, I have been scheduling real time chats every so often, and including audio lecture – also efforts to increase class community. Research from the SUNY Learning Network indicates that for students, instructor feedback is one element that increases satisfaction with the course. I think most online professors try to give as much feedback as possible, given the time constraints of the delivery method. I check the course almost every day; sometimes it is difficult over the weekends because I spend many of them away from the Capital District (this hasn't been true this fall). I would love to respond to everything, to interact with students much more than I do, but this course takes a lot of time already. Any time I must make changes to the material - I try to stay current and tweak the assignments, and I make revisions every semester, before and during it - I have to set aside a big chunk of time. During the academic year, I have two on campus sections and the online class, a responsibility to the students I advise in the graduate programs, and one section of a different class.

In 2008 I converted the online component of my on campus classes from WebCT to Blackboard, and this online class from SUNY Learning Network/Lotus Notes to UAlbany/Blackboard, which was very!! time consuming. I am an adjunct (the horror!), and so I wear a lot of hats, but full-time faculty have different demands - research, committee memberships, conferences, etc.

Except for Summer 2007 (maybe because it was twelve weeks, or because it started right after the Spring semester ended), the summer class size tends to be larger, and I take on freelance projects for professional development, and to guarantee a cash flow. Plus in the summer there are the garden and pool...and last summer Lyme Disease (this summer and fall, Bob’s illness, my sprained ankle and my recent H1N1).

Do I feel isolated from students?

Do I get to know students using this method?: yes, it is not really different than on campus. I am an instructor that tends to get to know my students rather well. I keep my class sizes to 30 or less, that helps. I work at being approachable, without pretending that I am somehow "hip" (sure, I think I am, but students almost never think a late 40s professor is :-). But I always get to know a few students better than others regardless of the method of delivery; on campus a handful of students participate in class, and talk to me at break, or come to my office, linger after class, or send me email messages, but the vast majority keep to themselves. Apart from responding "here" when I call their name for attendance (yes, in the on campus sections that counts) there are always some who rarely speak. Sometimes I remark that I know their faces, and the online students' names!

Schedule may be more important than delivery method - I see my on campus day class students twice per week; often I feel I know them better than students in the night class. One could argue that I get to know my students better in the online world than face-to-face simply because of the discussion being always available, required and evaluated. Discussion is one area where the online world shines, in my opinion.

Class size makes a big difference, too. There have been semesters when the online class was small, when I got to know students better "electronically." (I think Summer Session 2007 class is an example; it was only 12 students and it was awesome.) When students take more than one class with me, I tend to get to know them better than their peers, regardless of the delivery method.

I do think students get to know each other better on campus. I am always thinking of changes to the group-led and student-led activities for this reason, even though I know the majority of online learners favor independent, self-directed learning and are not fans of group work. (But building class community is beneficial, and research strongly supports group assignments as being valuable.)

This semester, the online class is 21 students, and the two on campus sections are 29 each. In general, my classes are usually 25-35 students. The largest section I have taught was 43 (Summer ‘09); the smallest was Summer ‘07, at 12. I have not had a class that I would consider somewhat unsuccessful since Spring 2006, when the day class was very engaged, the night class not so much. It varies by section, and by semester, although I believe I am getting better at being an instructor - I've been at this 9 years and I am still having fun and learning. I am reflecting right now on how the change to Blackboard has altered the dynamics. Some things are better, and other things are not.

The power of discussion

In the online class, students must participate. Discussion is always focused and on topic. In my experience, students in the classroom as a whole do not participate as much in discussion. There are always a few students on campus who really liven up class, of course. And the number grows during the semester as the atmosphere becomes more comfortable. We have group activities that are intended to stimulate in-class discussion. Although my classes are probably more participatory than the average college class, to be honest, the results are mixed. Most students do talk to each other during the group, but when the time to report out comes, there are always dominant students, and silent students. (Possibly the group talked about going to happy hour, and not the class material :-). Seriously, most are just shy, but some of them come to class unprepared, and that is the reason for their silence. (I think not doing the assigned reading is more common in the on campus sections.)

For the past several semesters, I have been very lucky (or else, as I already mentioned, it is that I am getting better at facilitation after 9 years of teaching), in that all of my classes have been more participatory than usual. I have taken a lesson from my online approach, and now I emphasize on campus students and groups asking questions of peers on the material I have outlined, as much or more than responding to my queries. In some classes, students participate a lot, and I do not have to prod or make that many comments myself. In other classes, the students do not seem all that engaged, and I believe there is an excessive amount of teacher talk (sort of like now :-). Sometimes I even wind up hoarse! Or they scowl, hoping if they are silent I will let the class out early, or drift off into text messaging, thinking I won't notice (I am not kidding).

In fact, some of my on campus students react in the online discussion I have set up in BLS more than they do during class, but using BLS as a companion for on campus classes is no match for this completely online class. (I do think BLS has been an improvement over WebCT in this respect.) Also, a few of the on campus students are Luddites, and really dislike that I assign BLS, or anything that requires the computer, except word processing.

I assign a journal to students in the on campus sections too. It is a way for me to get to know my students (and it is my favorite assignment), and after I read the journals I find I remember student names - but it is also to teach students the value of reflecting, and to practice writing.

Learning styles and online learning

It is true that online learning is not everyone's cup of tea. Independent, self-directed learners prefer it, it makes life easier for those with difficult schedules or who live a distance from campus, and students who are shy about speaking in front of others often find their voice via electronic discussion. On the other hand, students who like the immediacy of the classroom, the nuances of body language, the reminders, pointers and reassurances about assignments, miss the classroom.

This is anecdotal, but interesting - in my experience, the range of students in the online class is very wide. During summer session, the students tend to be very strong, for the most part. I speculate that students who attend classes in the summer are among the best students in the university - whether on campus or online. However, often during the academic year, but in the summer too (when in the larger sections I usually get a few students who are taking the class solely because they failed something in their college career, and need something, anything, to graduate - they are always either extremely motivated, or just plain awful) it is in the online class where I have found both the strongest, and the weakest students. The strongest students make my job very easy, they bring so much insight and energy to every topic. I wonder about the weak students, if perhaps they expected the class to be a piece of cake, for some reason do not drop it when the unpleasant reality sets in, and instead are not making much effort, or if they are good students in the classroom, but are just in over their heads with the online format - or if they are weak students in general, and are aiming to squeak by with a D-.

Plagiarism and online learning

One other drawback that I have found over the years is that plagiarism has been more common in the online section. It isn't completely absent on campus either, sadly, but it is almost epidemic in the online class. I find at least one student per year. Whether cheating is something that has always existed to the degree I have encountered it, or if it has been facilitated by the Internet, or a lack of absolutes in terms of morality and ethics in modern society, or the focus on getting a piece of paper and a job rather than learning, or careless professors who do not check or let offending students get away with a light penalty, I do not know.
But in the 15 or so times I have discovered plagiarized essays, 85% of them have been in the online class. Perhaps the anonymous nature makes it more tempting, perhaps the stern nature of my remarks to the class in the opening lecture on campus are taken more seriously, perhaps being online so much with the seductive cheathouse.com and other such vendors just a few clicks away makes it easier? (But if it is the last one that is confusing because on campus students do a lot of work on the computer as well, with all those same temptations.)

The recorded audio remarks about academic dishonesty that I posted a couple of semesters ago in the course introduction do seem to be helping (or at least since I created them, I have not found a cheater - could be an oversight on my part, or a coincidence).

My hybrid class experience

In the Spring of 2008, I experimented with having the evening section be a hybrid: that is, half online, half in the classroom. I expected it to be the best of both worlds, but instead it seemed to turn out to be the worst of both worlds. I did not find it satisfying. The students liked it better than I did, although they complained a lot about how confused they were (and in the end reported that they learned a lot). I decided not to do it again, although the experience made me more flexible in my teaching, in that it allowed me to better handle when I must occasionally cancel a class. Now I go ahead and do it, with minimal disruption, by requiring some online work instead. Snow or feeling under the weather suddenly became no problem.

Questions

The possibilities suggested by Second Life…whether online students are more engaged than on campus students (NYT, Chronicle)...whether learning styles impact who likes and dislikes online learning...whether communications technology disrupts the power balance in schools and is resisted as a result (Hodas)...the negative impact of television watching on infants...whether on campus classes are "sensuous" experiences that cannot be replicated on the computer (Kelly)...what Dewey would have thought of the Internet (Kelly)...Dale's cone of experience...the idea of a basic skills erosion due to technology is interesting (Jeynes). Can cashiers make change any more without the help of the cash register? Can we write coherently without spell check? Can we remember a fact without Google? Somewhat related - is technology changing communication entirely? Think about texting. Didn't we used to get together with friends in person to chat? Do we really need to ring up our significant other when we are in the market to ask whether we need salad dressing and if so, what kind? What happened to making a list, or an independent judgment about such trivia?

To sum it all up

I find the intrusion of texting and cell phones annoying in classrooms, but as with so many technological changes, we can't simply wring our hands and complain, or make one more autocratic rule. We have to find new, innovative ways to harness its power. Technology is merely a tool. And it isn't going away. How we put it to use in a positive way is the question.

Whatever the differences, in my opinion the learning outcomes of the various sections of the class are similar, regardless of the delivery method, or the semester. This is supported by student grades, which show the same basic distribution.

Update: Happy Thanksgiving!

Pioneer sent a sheet with the winners names for the pie contest, and the recipe from the guy who won first place. Yes, a guy won. The recipe is totally bogus, no doubt he bought a pie at Grandma's and made up the recipe. Must have been Affirmative Action at work in pie baking! Things that jumped out: he only used 2 T of shortening for the crust, and he didn't mix in the sugar and spices - just dumped them in separately on top of the apples after they were in the bottom crust! Also the apples are listed as the orchard name, "Bowman," no specific type. So Red Delicious would be fine? C'mon.

Bob's nightmare continues. Sigh.

What a heartbreaking story. I'm so glad she is going to be OK. She's precious. Beagles are my favorite breed of dog (although I always take whatever is there at the pound). What scum did such a thing? I hope they burn in hell.

I didn't win!

They only got 42 entries. The criteria were appearance, flavor/taste, filling, crust. A woman just ahead of me at the registration desk said they were still taking entries and she had only enrolled yesterday (even though the rules said you had to mail in the form by last Saturday). Her pie looked absolutely awful. She had glued red food-coloring distorted heart shapes to cover up holes in the top and the crust on one side was crumbled. I think it was in a glass dish and was a 10", both also rules violations. Her pie was picked for the finals, I don't know how delicious it would have had to have been to have made up for the point loss on appearance. Another rules violation, there were several Dutch apples, at least three, and I think all of them made the finals. Several of the early numbers that got into the finals were clearly Pillsbury crusts, they were perfect and beautiful-looking, like Mrs. Smith's or you had bought them at a bakery.

When they called the numbers, it went something like this: 2, 4, 6, 7, 8, 11, 12, 20, 30, 37. I didn't go in during the judging, but Bob did for a short time. He said four teams of two were tasting the pies and they were up to the teens, so I guess they went in order. There was an advantage in getting one of the low numbers (I was 22). When Bob went in they were cutting slices for the judges. He said they were working on a lattice-top pie that was so hard they could barely cut it. They did not sample a full piece of mine, but instead seem to have eaten it right out of the tin, wedge of top crust only and a few apples, leaving the bottom crust and most apples intact. I guess once they hit seven, they saw they were only at number 12, were getting full (4 teams would have to eat 10-11 slices each?), had 30 more pies to taste, figured they needed to pick a few higher numbers, and just quickly tasted the remaining pies right in the tins?

I'm also thinking that if they allowed rules violations on so many things - maybe they also allowed it on filling, and some of the pies were apple walnut, etc.

Anyway - we got the Swine Flu pie back and Sophie was so happy when we got home! Of course the dogs had to have all the parts of the pie near where the judge stuck a fork in it. (Eww.) I had a piece to be sure my judgment wasn't off and concluded that it is one of my best pies ever. Even Mimmie would have approved, I think.

I had a good time yesterday baking, feeling better, thinking of Mimmie. Also, it's a nice area up there at the orchard - my first trip out of the house since Tuesday. The weather was nice so it wasn't too bad. Not doing it next year though!

I came down with the flu on Tuesday night. I developed an odd cough. I was in denial until Wednesday, but it was hard to ignore the fever (at times 101.7). I had only one other symptom, a headache.

It's no wonder, many students in my classes have it.

I basically slept for two days straight. Today my fever is gone!

I must have had a mild case. I've had many colds that were worse. I am not sure if that is due to my age (it hits younger people harder) or if the panic is way overblown.

I thought I might wind up missing the apple pie contest, but today I baked my entry and a spare.

Ten years ago today, Penny died. I remember it was election day, a Tuesday. She was a sweetheart, a grand little old lady of over 16 years, a black miniature poodle that we got as a companion for Howie. She adored him, and sadly, the last 4 years of her life, after he died, were not as happy or carefree as the first 12. I've never seen two dogs who loved each other more. RIP Penny Poodily.

Today I registered to be in an apple pie contest on 11/7 sponsored by a local bank, at an orchard. It is open to 50 contestants, and all must be amateurs over age 17. The apples have to be "real" but the crust can be store bought! How lame! Naturally, I will be making it all from scratch, using this recipe. First prize is $450, and 10 runners up will get $50 each. I think I can win!

I have had an account on facebook for a long time, but only recently started to use it. I was skeptical, but it is fun. I downloaded the "app" for my blackberry so I can easily access it from there, too.

My classes are humming along. I'm behind in assessment (what else is new?) but overall they are going great. Next week is presentation week in all the on campus sections. I get to sit and just be a spectator! Early in the semester I joked (to myself) that I should whip out the b'berry during the presentations of groups with the most egregious texting violators. But in reality I would never do that. Also so many students have smart phones on their desks during class that I have decided to accept it as part of modern culture. It is as common as a notebook, and there is no use fighting it.

One other thing that seems to have accelerated this semester is the number of students who use my first name without asking me. Not just to my face (where maybe it could be explained by my having a hard to pronounce last name?), but in emails as well (is that because I have a hard to spell last name?). I don't think that is it, I think it is more a combination of modern times (again) and my personality with students (open and easy going). I don't think it makes me a snob or unapproachable to prefer to be called Professor or Dr. I've never indicated that I didn't mind the use of my first name, and on the syllabus and the first day of class, I make it clear that I use Dr. But like the smart phones, I ignore the familiarity, except sometimes in email I respond by appending PhD to my name.

Even though I have many other things to do and the deadline isn't until 1/30 - I couldn't resist. I trimmed my story to 1200 words as they requested, and sent it to Kaatskill Life. Watch for it in the "Kaatskill Sketches" section of the Spring issue.

My story, "It's a Wonder We Didn't Get Drownded" will appear in the Spring 2010 edition of Kaatskill Life!

Yesterday we went to Cooperstown to visit Hyde Hall. This is the view from the front of the house of Otsego Lake. Afterwards we went to Brooks' BBQ.

When the sidewalk was redone during the summer, it was about a foot above the old one and as a result, we have a major step down all around. Our trash can sits on a little deck on the side of the house, and was impossible for me to haul up to the new sidewalk on garbage day. So, here is the new little deck that was finished yesterday.

Our front door's condition had really deteriorated lately. Most significantly, it was completely out of alignment, needed to be re-glued, and dragged so bad it was nearly impossible to open. It must be over 100 years old (the house is about 107), and has magnificient hardware - the hinges in particular are stunning. So here it is - restored and in all its glory!

Coincidentally, yesterday the village poured a new stoop from the door to the sidewalk. That's the end of their street renovation project.

All this improvement makes the trim needing to be painted all the more obvious, though! Next Spring, we'll have to have the flower beds on either side of the house raised to be level with the new sidewalk. But maybe we'll be able to get the painting done before then.

Unrelated: On Friday, I was talking to a woman who asked me what I did for a living, and when I responded, she asked me what I taught. Her reaction: "I don't mean to be offensive, but isn't that just bullshit?"

I decided to write a post here on this subject rather than a direct comment. I have to react to two aspects of this post.

First, on the writing skills of students: I think five years ago, I would have agreed with the post completely. However, for the past few semesters I have noticed an improvement in the quality of my students. Granted, I have been teaching 9 years, not 46. And this is a new semester, so I'm not able to judge my current students' work yet. (I have not read the most recent batch of essays, since they were only due this week.) Also, the improvement in quality that I observe is not only (or maybe even primarily) in the area of writing. Finally, it is quite possible that the improvement is (at least partially) in me...I know I have gotten a lot better at engaging students. In fact, in recent days I have been doing a lot of thinking about how great my classes are. Sure, there have been semesters that were uneven, and individual classes that were particularly memorable (in a good way), but I haven't had a truly disappointing class in years.

But I guess I could agree that there are a small minority of students even now who have terrible writing skills. I'd say excessive television viewing, doing very little reading (not just what is assigned for class - I detect a lifelong deficit in pleasure reading, something I find very sad), and an abundance of communications technology (email, texting, social networking, cell phones) all contribute to this problem. I point this out as someone who appreciates communications technology a lot. One of my challenges is figuring out how to co-opt it into meaningful learning, because it isn't going away.

Next, on the subject of the SUNY System implementing something to rectify the problem: 15 years ago was the heyday of MAP. I've no doubt the then-Chancellor responded that System was working on something. There were hints of expanding the program to reading and /or writing. That idea died, even sooner than MAP. Until recently, there hasn't been a shred of academic leadership in the System. Will this change now that there is a new Chancellor? I hope so.

On Friday night, Sophie finally passed the peach pit! I can't believe it took almost two months. We had stopped worrying long ago. Still, it is a relief.

Four years ago today, Mr. Wuj left us. It still miss him, and think of him on a daily basis. He would be 14 if he was living, and given his lifelong youthful looks and activity level, I thought he would easily live until age 14, so I'd still have him if that had been true.

I'm sick! I came down with what I thought were seasonal allergies on Wednesday, but at this point I think it is a mild cold. It isn't any surprise because the students are all coughing and sneezing up a storm. I'm really careful around them but I still must have caught something. It isn't the flu, I don't have a temperature and it only involves my nose and sinuses. We have 31 suspected cases of flu on campus so far, but none confirmed. RPI has 5 confirmed. Anyway, I hope I don't give it to Bob. He isn't concerned. I'm not coughing really so maybe if he does catch it, it won't impact his stomach at all.

Happy Birthday to me. 48 today.

9/11. Hard to believe it has been eight years. It seems like 20; at other times, it seems like 1.

Yesterday I was remembering that it was the 14th anniversary of Howie's death. Howzerdo. That was his nickname, and now it is my Internet identity. Because on the Internet, no-one knows you're a dog. Howie didn't know he was a dog. I've never had a dog that loved me so much. He was a one person dog, and didn't care much for other people.

September is a month of birthdays for me, also a month of sad anniversaries. Mimmie's birthday was 9/13. Mine is 9/18. Rudy's was 9/17, the day Don died. Rudy died in September, too. Mimmie's birthday is also the two year anniversary of the day I found Ande, who loves me almost as much as Howie did. But he likes other people too. And he's a cat.

Classes zip along. Again this semester, we have been asked to plan what we will do in the event classes have to be suspended because of the swine flu.

I'm in the second week of the semester and so far, my classes are going well. I am having one hassle with a book going out of print (I only found out in August, which left no time to find a replacement, and there really isn't anything great out there anyway). But I am hoping to resolve that soon.

We managed to go to Samsonville for Labor Day weekend, Bob's first trip since July 4. My biggest concern was Sam. He is a real handful and Bob always walked him. He can't do that now - or maybe ever again. But Sam-Sam was a real angel! The travel went so well that we are going to go down again this weekend. A company is coming to close the pool (which is freezing).

The following weekend we are having a yardsale, part of the Village-wide, here in Castleton. It is also my birthday.

I've been doing some pleasure reading; currently I am about halfway through Lucky by Alice Sebold.

Bob is making good progress; he went to work related meetings yesterday for the first time.

I picked a handful of green beans and two tomatoes! Must be 50 dollar tomatoes.

I'm back on campus on Tuesday.

And I am absolutely disgusted about that scumbag Michael Vick playing football for Philadelphia. I'm certainly no football fan - but this sinks to a new level of low. I hope they lose every game, and the fans (who did not "boo" him yesterday; in fact, they applauded) all get head splitting hangovers from the popcorn buckets of beer that are consumed at games. Oh, and the televisions of all watching at home burn out. Ugh. I can't even come up with something mean enough to write that would capture my feelings.

Bob's surgery went fine and he came home a week ago. Still a long road ahead, but I am cautiously optimistic. He's doing well, which is what we expected after the first surgery. The day of surgery was both a nail-biter and unpleasant (for him of course, but for me too) and on the Friday after surgery I would up filing a complaint with the patient relations office at the hospital for reasons I won't elaborate. This really made them snap to attention, I got several apologies (which mean jack, about apologies I feel this way: don't screw up in the first place and there will be no need for them later) and they gave him a private room (or rather, they didn't put another patient in his semi-private room).

We are now in a heat wave, the first of summer. So, I may yet get some produce out of the sad excuse for a garden. In S'ville, we are missing haying...and the pool. Sigh. It's too hot to work on my Fall class materials, so I am spending my time sitting in front of a fan during the day. Late at night is when I do laundry, etc. In the morning, I check my email.

Sophie either passed the pit without me knowing, threw it up, digested it, or it is still in there somewhere. But no matter which, she seems fine.

Tomorrow is Bob's third surgery. It will be a long day at the hospital, and then he will probably be in there about a week. He says he is "psyched." I'm not. But I will manage.

Today was the deadline for grades. I finished at about 5:30 - one Z (meaning the student did not attend), two incompletes, two failures, two Ds, two Cs, and the rest (30) As and Bs.

On Friday, I found out that a tooth implant is in my future, and sooner rather than later. (Oh well.)

Sunday night I dropped a peach on the floor and Sophie ran over, grabbed it and gobbled it up, practically whole. We both freaked. I ate another so I could see what the pit was like, it is a local peach and the pit is pretty solid and small-ish. Bob Googled and it is a pretty common problem with dogs - lots of hits. It sounds like the cyanide in the pit is not much of an issue, especially when the dog doesn't chew on the pit, but getting an obstruction from it can be. For dogs under 30 pounds it is may be a problem, for those over 30 pounds it usually isn't.

Most of the postings were from people with small dogs like pugs and the majority even of those small dogs like that pass them. I am thinking Sophie is a fairly big dog and will probably pass it eventually but naturally we are both worried. I didn't call the vet but the ones on the Internet say to feed the dog canned pumpkin. That's what we have been doing. She is going to the bathroom just fine and acts normal but so far, no pit. The only good thing, if you can call it that, is that it transferred some my anxiety from Bob to Sophie!

It's always something. Bob originally said if she didn't pass it by Wednesday he wanted to take her to the vet for an x-ray. But he changed his mind since nothing has happened at this point. He said he doesn't want to go into the hospital with this worry, and me not being here to monitor her. The posts on the Internet say to watch for not eating, throwing up, etc. She loves to eat and rarely throws up, so if either happens it will be obvious, and so far so good. I am not sure what to do if she doesn't pass it, though. I wonder if it will just take a few days or if she may never pass it at all?

So tomorrow will be a day of worry - for Bob, and for Sophie. Send a prayer and a good thought our way.

I don't like to clean. I'm also not very good at it. I don't know if that is because I don't like doing it, or if not being good at it is the reason I don't like to do it. I was thinking about this yesterday as I washed dishes and did laundry. There are many things I love to do that I am also good at doing, for instance gardening (although you wouldn't know it this year), writing, cooking. Are there any things that I am good at that I don't like to do? Or that I like to do but am not good at doing?

Recently, I watched My Dinner with Andre, a suggestion from the author of a blog who always gives great movie recommendations. Both Bob and I found it thought-provoking, and something we wouldn't mind watching again, so I ordered it from Amazon (I originally got it from Netflix). I took some notes on the discussion Bob and I had afterwards, emailed them to the blogger - and here is her post. (Is this my fifteen seconds of fame? Or maybe that was when my skirt fell down years ago in a department store?)

Something that I forgot to write on my list of discussion items was that we noted Wally's infatuation with his electric blanket, and Andre's lamenting that technology cuts us off from nature. Today, electric blankets are almost a thing of the past (comfortable as they may be, they are just too scary health-wise). Then, we have no air conditioning this summer, because Bob can't lift the units, and with the cool and rainy weather we haven't felt the need to have someone else come over and help us put them in the windows. We didn't have A/C for years, until finally we snapped in a heat wave and got one. That was followed by another, and another, until all three levels of our house had one. We eventually got one for Samsonville too. They ran nonstop all summer. There is something good about being connected to the weather (although if August is 90 and humid, I may relent).