All posts by Professor David Simpson

Professor of Psychology, Carroll University (USA), Lover of Dogs, Reading, Teaching and Learning. Looking for ways to enhance cross-global communication and to apply technology learning tools. Interested in brain health maintenance, brain fitness training, and truth in advertising.

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And So It Begins….

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I usually arrive on campus to an empty parking lot. Today was no exception despite the road construction, school buses, and famous Waukesha trains.

The construction workers are already hard at work completing the new science building. New students adorned in their new tee shirts are exploring the campus making sure that they can find their classrooms.

An early morning phone call to ITS is quite successful both in resolving some traditional first of semester computer issues and in renewing some friendships. Daniel will be starting his 20th year here. Chris is a Carroll graduate. Both exemplify the authenticity in my belief that Carroll Cares.

Much mundane to accomplish today before the Cubs game. I hope to get a lot of serious writing done this year, but that block of time will not be available today.

Several of my student assistants have threatened promised to stop by. As I’ve written many times I’ve been blessed across the years with over 50 superb student assistants. It is fun and rewarding learning together. They keep me young(er). Tomorrow, rain or shine, I’ll answer the call of the bagpiper as the new freshman class is introduced to the Carroll academic world.

Thanks to all you alumni for sharing via LinkedIn and Facebook your responses to my earlier blog posts of this year. It’s nice knowing that I have a reader or two:)

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Curious David

Defining, Refining, and Protecting the Carroll Experience

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In some ways I wish that my retired colleagues had been present at the September 1, 2016  College of Arts and Sciences Strategic Planning Retreat. I’ve always felt that emeritus faculty (and alumni) are neglected resources of wisdom that can inform and guide us as we discuss ways 1) to improve the educational experience of our students and 2) to strengthen our relationships with each other across the campus community.

I had the enjoyable opportunity to interact in two discussion groups with six colleagues (from Communications, Theater, English, Education, Mathematics, and Chemistry) in addition to mingling with Dean Charlie Byler and the 74 the College faculty.

What do our students need to learn? Among the ideals/aspirations suggested by my colleagues were that we should be attempting to

  1. cultivate intellectual curiosity and a love of and ability to learn to learn
  2. assist students in developing resiliency (challenging them not to give up even as we give them opportunities to fail)
  3. help students appreciate the rewards of working hard
  4. develop in students the confidence and ability to find their own answers rather than their accepting ours
  5. combat ignorance in addition to developing wisdom
  6. give students experience and support in addressing difficult questions which have no simple, obvious answers
  7. mentor and model the above ideals

What would we like our students to say about their Carroll educational experiences 10 years from now? Much to my Colleagues’ amusement, I was initially uncharacteristically tongue-tied as they made suggestions like the following:

  1. They made the right choice in coming to Carroll.
  2. They were well prepared.
  3. Being here was  a transformational experience.
  4. They are proud to have been here.
  5. They know how to learn and accept the fact that learning is never done.
  6. They would recommend Carroll to others.
  7. Their time here influenced how they see the world.

My silence was realizing that I would have little influence on graduates ten years in the future (I’ll be 77!)  I will have interacted with four decades of students who could indeed be asked that question by me. In fact, over the past years I have often received solicited and unsolicited feedback from students via surveys I have developed, written correspondence, and social media interactions such as Facebook and LinkedIn (Feel free, Dear Reader, to inform me further:))

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BooksCurious DavidSummer

Welcome Back into My Life, Carroll!

I’m sitting in my office going through the usual re-entry rituals at the beginning of my almost 39th year of teaching here. My friend and colleague, Phil Krejcarek teasingly reminded me yesterday that he started a semester before me. Our esteemed colleague Gary Olsen started here in 1975.

I smile at the usual beginning of semester chaos. Passwords that don’t work (or I have forgotten); printers that need to be reconfigured because of upgrades; a necessary visit to the book store to make sure that my texts are in.

Today is Move-in Day for freshmen. I read in the Waukesha Freeman that Carroll is expecting 58 international students from 25 different countries bringing the total of international students to 97.

I choose to exclude Carroll from my summer life as much as I can responsibly can and devote my time to family relationships, reading, and being outdoors. Among my favorite “good reads” this year were the following:

  • Umberto Eco’s The Mysterious Flame of Queen Loana
  • Paul Silvia’s How to Write a Lot.
  • Evan Kindley’s Questionnaire
  • Julie Lindsay’s The Global Educator
  • J. K. Rowling’s Harry Potter and the Cursed Child
  • Jeff VanderMer’s The Big Book of Science Fiction
  • Neal T. Jones’ A Book of Days for the Literary Year.
  • The Annotated Alice
  • Viet Than Nguyen’s The Sympathizer
  • Ayad Akhtar’s American Dervish
  • Ken Liu’s The Paper Menagerie and Other Stories
  • Ethan Canin’s A Doubter’s Almanac
  • Sharon Guskin’s The Forgetting Time
  • Karen Joy Fowler’s We Are All Completely Beside Ourselves
  • Charlie Jane Anders’ All the Birds in the Sky
  • Brian Crane’s 25 Years of Pickles
  • Ivan Doig’s Last Bus to Wisdom

I’ll be giving away all these books to interested students. What books would you recommend?

I also have seriously explored this summer some software tools to facilitate my goals for writing more and giving students opportunities to publish.

This will be an interesting transition year. A nationwide search for a new Carroll President; a Psychology Program Review; personal decisions. But for today, a few meetings and then still time to play at North Lake and continue learning from Leo the Great.

Learning from Leo

Learning from Leo

 

D.

 

 

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Rediscovering Apps Buried on My Laptop

Cluttered Desktop

In preparation for contributing my suggestions to Jane Hart for her “Top 100 Tools for Learning” list  I am systematically examining (and in many cases rediscovering:)) apps on my MacBook Pro.  Jane will be organizing her report into three broad categories of learning tools.

  1. Top 100 Tools for Education – for use in schools, colleges, universities
  2. Top 100 Tools for Workplace Learning – for use in training, for performance support, social collaboration, etc.
  3. Top 100 Tools for Personal & Professional Learning – for self-organized learning.

My (re)discovery for today is 1Password. It continues to serve me well, especially as I am starting to have difficulty remembering passwords!

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Carroll calls me back tomorrow. Quite a changed place since I entered Carroll-land in 1977.

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Musings about the Teaching of Statistics: The Best of Curious David

Headshot4blogsBelow is a first draft outline of an ebook I am contemplating writing. I share it at this time welcoming feedback. I shall use this draft as part as a review for my PSY205 students. Here is a brief description of HOW I teach the course.

Each hyperlink is a “module. Thanks to Arianna, Tia, and Lizzy for helping me create this draft (while I was away from the office).

What data analysis should I use?: Test your knowledge by clicking on the link. Eventually I shall incorporate a flow chart / decision tree here.

  1. Teaching Tools: SPSS, inStat, starQuiz, Camtasia and Research Randomizer.
  2. Augmenting My Teaching Capabilities: Top Technology Learning Tools Revisited.
  3. On Engaging Students (Part 2): Adventures with StarQuiz and SPSS
  4. Changes: How much tinkering should one do with a course that seems to work well?
  5. Learning by Teaching: Alison and Lizzy’s Guide to Using SPSS Data Analysis for Simple Linear Regression
  6. Retrospective Thinking: How much tinkering should one do with a course that seems to work well?
  7. Two-way Between Subjects ANOVA Using SPSS (Part 1)
  8. What Questions can you Answer with your Data? Using SPSS to guide you.
  9. Review of One-way Between Subjects ANOVA using SPSS
  10. t-Time: Three Short SPSS Screencasts for PSY205
  11. Still Looking for ways to Improve Courses After 36 Years of Teaching (Part 1 of 2)
  12. Retooling and Sharpening the Saw
  13. Something Old and Something New: A brief Introduction to Effect Size Statistics
Curious DavidInternet Learning toolsJane Hart

Reflections on Writing Books With Carroll Undergraduates

One of my (many) failings as a professor has been underestimating what my students can do if sufficiently motivated, provided with a strong foundation of learning and skill sets, and given the time and resources to solve a problem or to accomplish a task. I was reminded of that failing when I recently invited challenged  encouraged my student assistants to write a short book. Though I agonized over whether I was abdicating my responsibility by giving them minimal oversight, it readily became clear to me that the process that they were engaged in was an invaluable learning experience. When I would walk into “their” office area I would be ignored as they were debating which blog pieces to include, how best to manage communication flow, which tools they should showcase, what to include on the cover and order of authorship. Oftentimes my presence was not even acknowledged not out of disrespect or rudeness but simply because at that point in time I was not needed. They knew of course, that they could contact me at anytime either individually or as a group.

Michael Lehman’s recent thoughtful Linkedin blog piece “Leadership through Effective Delegation” very accurately describes what transpired (I wish I could say that I was aware of what I was doing at the time!)

  1. I clearly defined the task: Take the blog pieces we have written together this semester. Improve them. Use the tools I have taught you and create a book-publishing ready document.  Keep me in the loop at all times but bring me into the picture only when you need my executive guidance. I shall decide what book publishing program we use to publish your work (I decided to go with Amazon’s Createspace and Kindle Direct).
  2. I had an ideal team of students (two sophomores and two juniors) whom I had carefully trained, who know me quite well, and who work well together and individually and collectively with me. Over the year(s) they have earned my trust to do a job to the best of their abilities in a timely fashion. They are mutually supportive, excellent creative, problem-solvers who also know when to call me in for assistance. Though a leader emerged, without doubt each of them developed leadership skills through working on this project. They also developed the confidence to serve as checks and balances for each other and for me. A critical factor to our success was my having time to be available. It happens that this semester I am only teaching two classes (and two labs) in my specialization Statistics and Experimental Design.
  3. Our goals were “SMART”: Specific (write a book) Measurable (Google-Drive copy of manuscript), Agreed to (we renegotiated when there was reasoned disagreement), Realistic (I had given them a foundation of writing to build upon) and Time-related (I gave them a slightly flexible target date but indicated that this project must be completed before the end of the semester). I had to remind myself that these are “only” undergraduates who also have classes, jobs, and, I hope a social life.  And then I let them loose.

I shared earlier their reactions to the process. I plan a team meeting this week when I’ll formally share feedback but I just ordered 20 copies of their book to share with them. Click here if you’d like to see or order their book.

Heartfelt thanks to Jane Hart for widening my understanding of Internet Learning Tools.

What fun it is to learn with and from present students, alumni, former students, and parents.


 

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Opening Pandora’s Box

Headshot4blogsI’m glancing at a research article “The Pandora Effect: The Power and Peril of Curiosity” by Christopher K. Hsee and Bowen Ruan recently published in the journal Psychological Science. Since my Oberlin undergraduate days I’ve been interested in the topics of curiosity and intrinsic motivation. Hence, my nom de plume “Curious David.” I wonder how many of my students are familiar with the Greek myth of this first human woman created by the gods. I suspect that more of them are familiar with the radio streaming service by that name.

I’ll probably use the article in my PSY205 course “Statistics and Experimental Design” in several ways. The studies are methodologically simple. They use data analyses I teach in the course. They illustrate the so-called “New Statistics“. In addition, they are amenable to plausible alternative hypotheses. My quick reading suggests additional studies which could be done—-here by my students..

The first and third experiments’ results sections lend themselves well to illustrating how to check the reported effect sizes using the effect size calculators I introduced in an earlier blog piece. I’ll “borrow”  and modify the  theme of these studies when I create the exam over one-way between subjects ANOVA which I am scheduled to give tomorrow. That is, I’ll in essence propose a study that could/should be done here at Carroll.


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Exceeding my Expectations: My Students Explore Book Writing

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Throughout the 2015-2016 school year, we four undergraduate research assistants in “Dr. Simpson’s Neighborhood” have been familiarizing ourselves with several different learning tools described on Jane Hart’s Top 100 Learning Tools List. As we read about and played with each tool, we wrote blog posts using  WordPress to let the world know more about the features, benefits, tips, and drawbacks of each learning tool based upon our personal experiences. As these blogs were being published throughout the fall semester, Dr. Simpson suggested OUR writing our own book about how the tools can facilitate learning in the classroom and business world. We responded to this challenge with both trepidation and zeal! 

We took each of the blog posts previously written and compiled them into one large Microsoft Word document. Then, over the course of about two months, we carefully went through each blog post. We improved the writing, further developed ideas, updated our learnings, corrected errors, added pictures, and temporarily removed hypertext links. We divided the learning tools we examined into 5 chapters: Video Editing Software, Social Network/Interactive Networking Tools, Note Taking Tools, Data Collecting Tools, and Presentation/Sharing Tools. We added screenshots for examples and created potential cover pages for the book. We decided upon a basic layout: an introduction at the beginning of each chapter, a reasonably detailed description of each learning tool, and an explanation of how the tool is useful in business and educational settings.

(Alison Lehman) Converting our short, to the point blog posts to a book format was no small task. Creating a book took a lot of planning, coordination between team members, additional investigation into the learning tools, and large amounts of time to create, write, coordinate and edit our thoughts and experiences. Initially our idea was “simply” to convert each WordPress blog onto Google Docs so that each team member had access to the book-in-progress no matter where they were. This decision was vital to a successful workflow of communication.  We could leave notes for one another on the Google sheet, see what each other had been working on, and be aware of what still needed to be completed. When the WordPress blogs were converted into the Google Doc, I had naively assumed that a lot of the information we had previously written would be easily ported into the book. However, varying writing styles and incomplete information did not easily lend themselves to a smooth transition into a book. Consequently, we chose almost to completely scrap the original posts and start anew. In hindsight this decision was a blessing in disguise because it gave us an opportunity to rethink our ideas, add important details, include updated information and impose a common, improved format from the bottom up. Since we were not producing short blogs anymore, a lot more research went into investigating how to use the tools, what the tools were most useful for, and the utility of these learning tools in the classroom and business environments. Though the discussion of each learning tool examined was primarily written by one or two individuals together, but each was then edited and read and reread by each individual of the research team. Creating a book taught us all about proper planning, how essential clear communication is between members, how to incorporate  the ideas and thoughts of each member, and how to establish and maintain a realistic timeline for completing a managable task. Our ideas were continually being improved and applied to better enhance the effectiveness of our collaborative first book-writing efforts. With the final product being steps away from completion, I am proud for all time, effort, and resources that were dedicated in creating a book of this kind. I look forward to the future projects and goals the research team will accomplish together. When a great group of minds come together, there is nothing that can stand in the way of their success and ambitions.

(Arianna) Until writing our own book, I had never appreciated the time and effort that goes into writing. The need to sit down and carefully read and reread and reread again every page trying not to miss a single typo or spelling error and making sure all of the tenses match up is daunting but necessary.  However, after about ten proofreads and several edits to the document, we were able to publish our hard work.

(Lizzy) Well, writing this book was definitely an eye opening experience for myself. I had never once thought I would have the opportunity to write a book, much less publish one for others to enjoy. I did not know how much work goes into writing a book until we had to be a team and work together on creating this book. We had to combine all of our different writing styles together and blogs that were almost done to blogs that needed a lot more work. We had to write about applications that seemed so basic to us, but were actually a lot more detailed than we thought. I know while writing the Excel piece that I had no idea all that could be done with this learning tool until I started to use it for some of my classes and explore the different features it has to offer.  I had no idea for more than half of these applications all that they could do. Personally, I now use some of these tools on a daily basis and i can envision singing them at work, at school, and for future purposes. I have gotten so much better at writing because of Alison and her helping me have a better writing style and teaching me to watch my grammar better. Also, I have never been so open and excited to learn about internet tools that are so useful and that everyone can have access to till I started working with Alison, Arianna, and Tia. We all have come together and given each other different perspectives on our idea of the book, how to write it, what to include, how these tools can benefit others and in what ways. It was such a great experience. It took a lot of time, but was most definitely worth it for the end result and the great feeling of accomplishment all of us get to share together, including Dr. Simpson. Without Dr. Simpson helping us as a team to give us the resources, the challenges, and the time to write these blogs and experience these tools, we never would have had this great opportunity. I have made closer friendships with these beautiful ladies because of writing this book together and getting to know each other. We all have such different ways of thinking and different perspectives on how we interrupt certain situations or applications and it is really cool how we can all combine our ideas together to make our first book and for us to grow as partners in the workplace and grow a friendship outside of it. This book I believe also improved our relationship with Dr. Simpson because of the collaborating we all needed to do to get to where we are now as a team. We can only grow from here and I can not wait to experience this journey with each of my teammates!


Curious David

Something Old – Something New: A Brief Introduction to Effect Sizes

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I’ll probably have to defer until this summer mastering the intricacies of “The New Statistics” championed by Geoff Cumming. I want to avoid throwing the baby out with the bath water as I attend to blend the revolution in data analysis into my courses. However, here is a first attempt to introduce the concept, calculation, and interpretation of effect sizes into my teaching. Below the screen cast are five very useful effect size online calculators.

Here are five effect size calculators I have found useful enough to share with my students in Psychology 205.

Effect Size Calculators

  1. Becker: http://www.uccs.edu/~lbecker/
  2. Hong Kong http://www.polyu.edu.hk/mm/effectsizefaqs/calculator/calculator.html
  3. Campbell Collaboration: http://www.campbellcollaboration.org/resources/effect_size_input.php
  4. Psychometrica http://www.psychometrica.de/effect_size.html
  5. Cognitive Flexibility http://www.cognitiveflexibility.org/effectsize/


Curious David

Adventures in Dr. Simpson’s Neighborhood: Four Reasons Why I Continue to Teach

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Some of my most joyful teaching moments occur outside the classroom playfully interacting with my student research assistants. Today as I experimented with teaching capabilities of Vimeo and YouTube I invited two members of my research team to join me briefly to help me test the Voila Screencasting application. Our shared laughter is invigorating.

And here is the wisdom of my other youthful team members. They provide me many positive Carroll learning moments!

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