AY 375 Fall 2014: Ninth Day Plan

Today I'll discuss your mid-semester evaluations and cover ethics.

1. Many ethical situations have obvious answers, but some are tricky. Today's scenarios considered some of the trickier or subtler situations you may deal with in discussion sections.

CHECK THE SMALL LOGS!

Briefly discuss common themes in midsemester evals.

Open the floor up for general questions and sharing about how sections are going. Some questions include:

• What did you do?
• How did you implement your activities?
• What worked?
• What didn't work?
• What would you do differently?
• How did you assess learning?
• Did you receive any unexpected questions/reactions/etc.?
• Did anything unexpected happen?
• What were you thinking about while you were running section? Any moments of panic?

Make sure everyone has finished the online Ethics course.

Quickly touch on the main points from the Ethics course (extended blurbs below).

1. There will be many kinds of ethical quandaries that you must deal with as a GSI or a faculty member.

Ask the class to think about what should have been done and (if possible) how the situation could have been avoided.

1. Each group will get two scenarios. The time will be broken up as follows:
   1. (5 minutes) Read through one scenario and discuss in your groups your initial impressions. How would you handle this situation?
   2. (5 minutes) Instructors will walk around so you can ask questions and formulate your final response to the situation. You can write your final answer on the back of the card.
   3. (5 minutes) Read through the next scenario and come up with your initial impressions.
   4. (5 minutes) Instructors will walk around again so you can ask questions and formulate your final response.
   5. (20 minutes) Spend about 5 minutes for each scenario, each group giving their response. Perhaps have a few scenarios as a class.
   6. Wrap up by reminding them about various links and resources on our 375 page (e.g., GSI Resource center, teaching resources, etc.).

* Some topics covered in the online course:

• Diversity
  • Berkeley is a minority-majority school
  • Unlikely to be a major issue (especially in an intro astronomy course since the classes tend to be pretty diverse). However, be aware that we all have unconscious biases and try to make an effort to be open and inclusive. For example, try to equally call on males/females, different races, etc.
• Disabled Students
  • Berkeley allows students with documented learning disabilities (or physical disabilities affecting their ability to learn) to have extra time (and occasionally a 'quiet' or private room, etc.) on quizzes and examinations. Students must have their disabilities diagnosed or approved by the Disabled Students' Program, or DSP.
    • For examinations, this is typically dealt with by the professor. If a student comes to you about a disability-related problem, tell them to contact the professor and/or Head GSI.
    • In Alex's class, students take quizzes in section twice during the semester. Alex usually lets DSP students know that taking the quiz normally has turned out successfully in most cases, since it is designed to last well under the allotted time. However, if students insist on it, then you must accommodate them. If possible, the exam may be extended in situ, or a small group can repair to another room. Otherwise DSP can help with arranging for a proctored exam with additional time (Most general solution: borrow another GSI's quiz and give it in your office during office hours.)
    • If a student in your section is having major difficulties with the course but seems intelligent and really is trying, consider talking to him/her about being diagnosed for a learning disability. Obviously this is something to be dealt with delicately.
    • FAQ for faculty and staff about DSP
• Sexual Harassment
  • Should be common sense - don't get involved. Power difference → potential for serious problems.
  • Policies on Sexual Harassment - Title IX: Sex Discrimination and Harassment (UCB Equity Standards and Compliance)
  • If you see something between your students that you think might qualify as harassment, you're not required to do anything (as I read the policy), but keep in mind that you're the authority figure in the room. You can report instances of harassment, but that's a fairly severe step. A reasonable start might be talking to the parties involved informally and individually. You should probably find someone with experience in dealing with such situations.
    • One person we suggest is Colette Patt (colette@berkeley) who “works directly with the dean on issues associated with diversity in science” and is supposed to be an excellent resource for harassment-related issues as well diversity issues.
• Tons of information can be found on this list of resources (all of which are mentioned during the Ethics Course).
• It is very unlikely that a serious issue will come up as long as you use basic common sense. If it does, know where to turn for help!

1. Go through your mid-semester evaluations. Compile a summary (at least one page) that gives your distributions for quantitative questions, and a general summary of your qualitative answers. Identify any trends in the responses. What is one thing that you intend to change in your remaining sections, based off these evals?
2. Meet with me if you have not yet.
3. 3rd extended log due next week.