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astro300_f13:day11 [2013/10/09 20:34] – created a_leeastro300_f13:day11 [2013/10/31 03:57] (current) – a_lee
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 +====== AY 375 Fall 2013: Eleventh Day Plan ======
  
  
 +Today we'll discuss our mid-semester evaluations (ours and yours) and cover ethics. 
  
 +====General Takeaways====
 +    - Many ethical situations have obvious answers, but some are tricky. Today's scenarios considered some of the trickier or subtlier situations you may deal with in discussion sections. 
  
-=====Ethics Case Studies (20 min)=====+ 
 +=====Section Recap & Discussion of Mid-semester Evals (20 minutes)===== 
 + 
 +CHECK THE SMALL LOGS! 
 + 
 + 
 +Briefly discuss common themes in midsemester evals.  Then ask if others want to share some changes they're planning on making or some good feedback that they got on their 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? 
 + 
 + 
 +=====Experienced GSI visit: Nick Hand (40 minutes)===== 
 + 
 +=====Break (few minutes)===== 
 + 
 +=====Ethics Case Studies (50 minutes) =====
  
 **Make sure everyone has finished the online Ethics course. ** **Make sure everyone has finished the online Ethics course. **
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 **Quickly touch on the main points from the Ethics course (extended blurbs below). ** **Quickly touch on the main points from the Ethics course (extended blurbs below). **
  
-Finish up with a class discussion of several case studies of situations that have arisen in C10. These could include a subset of the following (perhaps put each on a power point slide and project it). Some comments from the author are given in parentheses at the end: +   - There will be many kinds of ethical quandaries that you must deal with as a GSI or a faculty member.  
-     - The final exam was this morning, and all the GSIs have just finished grading. You are back in your office when one of your students knocks on your door. They are very distressed about the final, and is standing next to you at your desk. The conversation goes something like this: "I think I am going to fail the class. I know the final is curved, but I don't know if that cuts it. How much does HW and lab count towards the grade again? *sigh* I don't know what happened, is there *pause* //anything// *pause* I can do?" You assure the person they probably are fine and quickly look at the final grades and see this person is getting a 'C'. (//As the head GSI, I was able to access the final grades at this point. A normal GSI would not have been able to do that...//) + 
-     - You have decided that Facebook-friending your students is OK. This is the 21st century and social networking is here to stay. When you're on Facebook one day, one of your students opens up a chat window. It is friendly at first, and somehow gets into him asking for help on one of the homework problems. You take the time to help him. Once that is done, he starts to talk more freely and begins sharing personal stories, including how he came out to his parents recently, etc. (//Friendship with students, establishing boundaries, etc//)+**Ask the class to think about what should have been done and (if possible) how the situation could have been avoided. ** 
 + 
 +   - Each group of 3 will get two scenarios. The time will be broken up as follows: 
 +         - (5 minutes) Read through one scenario and discuss in your groups your initial impressions. How would you handle this situation? 
 +         - (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. 
 +         - (5 minutes) Read through the next scenario and come up with your initial impressions. 
 +         - (5 minutes) Instructors will walk around again so you can ask questions and formulate your final response. 
 +         - (30 minutes) Spend about 5 minutes for each scenario, each group giving their response.  
 +   - Wrap up by reminding them about various links and resources on our 375 page (e.g., GSI Resource center, teaching resources, etc.).  
 + 
 +All these situations have arisen from C10: 
 +     - The final exam was this morning, and all the GSIs have just finished grading. You are back in your office when one of your students knocks on your door. They are very distressed about the final, and is standing next to you at your desk. The conversation goes something like this: "I think I am going to fail the class. I know the final is curved, but I don't know if that cuts it. How much does HW and lab count towards the grade again? *sigh* I don't know what happened, is there *pause* //anything// *pause* I can do?" You assure the person they probably are fine and quickly look at the final grades and see this person is getting a 'C'. 
 +     - You have decided that Facebook-friending your students is OK. This is the 21st century and social networking is here to stay. When you're on Facebook one day, one of your students opens up a chat window. It is friendly at first, and somehow gets into him asking for help on one of the homework problems. You take the time to help him. Once that is done, he starts to talk more freely and begins sharing personal stories, including how he came out to his parents recently, etc.
      - You see that one of your students copied his homework directly from the solutions.  You request a meeting with him, and need him to sign the academic misconduct form (which doesn't go on his permanent record, and only gives him a 0 on the assignment when the worst 3 grades are dropped).  He shows up to your meeting with his mom, who flew in from LA, and insists that as she works at JPL, she has taught her children to be responsible citizens and wants an exception for her son's behavior (which he claimed happened while blackout drunk).      - You see that one of your students copied his homework directly from the solutions.  You request a meeting with him, and need him to sign the academic misconduct form (which doesn't go on his permanent record, and only gives him a 0 on the assignment when the worst 3 grades are dropped).  He shows up to your meeting with his mom, who flew in from LA, and insists that as she works at JPL, she has taught her children to be responsible citizens and wants an exception for her son's behavior (which he claimed happened while blackout drunk).
      - One of your students is DSP, and claims that even though she took the quiz during the DSP session, the room was too loud and distracting for her to complete the quiz.  You let her take another GSI's quiz in a room by herself, which she does slightly worse on than the previous quiz.  She claims that she is greatly confused by the math, but doesn't come to section/office hours, and fails the first exam.      - One of your students is DSP, and claims that even though she took the quiz during the DSP session, the room was too loud and distracting for her to complete the quiz.  You let her take another GSI's quiz in a room by herself, which she does slightly worse on than the previous quiz.  She claims that she is greatly confused by the math, but doesn't come to section/office hours, and fails the first exam.
      - One student accuses another student of cheating after the final exam.  It is unclear exactly how the cheating occurred from her statement, but after analyzing the exams of that student, the accuser, and a girl sitting in between them, you realize all three have a statistically impossible percentage of answers in common (90% of wrong answers wrong in the same way on a multiple-choice final).      - One student accuses another student of cheating after the final exam.  It is unclear exactly how the cheating occurred from her statement, but after analyzing the exams of that student, the accuser, and a girl sitting in between them, you realize all three have a statistically impossible percentage of answers in common (90% of wrong answers wrong in the same way on a multiple-choice final).
      - After the final exam is completed, one of proctoring GSIs note he thought two students were chatting with one another. Their GSI said they are good friends and frequently work together in section. Both students had the same version of the exam (even though four versions of the exam were randomly shuffled). One student got 15 questions wrong, the other 16. Of those incorrect answers, 13 of them were on the same question, and 12 of those had the same “wrong” answer. They are brought in to chat with the professor and head GSI, and they deny cheating. The professor continues to grill them over and over again, but they deny it. The Head GSI even calculates the probabilities that this occurrence was “by chance”, showing that the chances they would guess the same wrong answer on 12 questions is VERY IMPROBABLE. The professor dismisses the students, but they continue to argue they did not cheat. The professor allows them to re-take the final exam. They end up getting similar scores (within a few points), both do better on the second final exam than they did on the first one, but there is no correlation between their incorrect answers.      - After the final exam is completed, one of proctoring GSIs note he thought two students were chatting with one another. Their GSI said they are good friends and frequently work together in section. Both students had the same version of the exam (even though four versions of the exam were randomly shuffled). One student got 15 questions wrong, the other 16. Of those incorrect answers, 13 of them were on the same question, and 12 of those had the same “wrong” answer. They are brought in to chat with the professor and head GSI, and they deny cheating. The professor continues to grill them over and over again, but they deny it. The Head GSI even calculates the probabilities that this occurrence was “by chance”, showing that the chances they would guess the same wrong answer on 12 questions is VERY IMPROBABLE. The professor dismisses the students, but they continue to argue they did not cheat. The professor allows them to re-take the final exam. They end up getting similar scores (within a few points), both do better on the second final exam than they did on the first one, but there is no correlation between their incorrect answers.
 +     - One of your students is an international student who performs decently in the class and comes to your office hours regularly. On occasion, this student will attend your entire office hour (even though they might not be the only student present). After these longer stays, the student often presents you with a handwritten thank you note written on a small blank notecard. You have politely commented that these are not necessary, but they keep arriving. 
  
-**Ask the class to think about what should have been done and (if possible) how the situation could have been avoided. ** 
  
   * Some topics covered in the online course:   * Some topics covered in the online course:
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   * 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!   * 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!
  
 +
 +===== Homework For Next Time=====
 +    - Think more about the topic you want to go into (could be upcoming in the course you're currently GSI-ing for or a topic that you think could've been done better). 
 +    - Reading the article by Hammer on student resources. 

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