http://www.qwantz.com/archive/001212.html

After worrying that I was in some ways responsible for the failures of some of my students (http://pedagogy.cwrl.utexas.edu/node/296), I incorporated some of y'all's advice--mainly trying to find something about the students that I liked, and challenging myself to keep them in the class.

On Monday, my students read a chapter called "How Good is the Evidence?" in Asking the Right Questions that provided a checklist for evaluating research studies. Some of the questions:

What is the quality of the source of the report?
Has the study been replicated?
Is any reason for someone to have distorted the research?
How far can we generalize, given the research sample?
Are conditions in the research artificial?

I had a student in a literature class who--even though she ended up with a good grade in the class--I felt did not "get it" in some important way.

This student is taking an on-line class that I teach this semester--a course designed by another person. (I basically just grade.) My former student, who I did not have high expectations for, just aced a big assignment. A big part of her success was due to her knowledge of poetic forms and techniques--something she learned in my class.

For their first paper this semester, each student located an article to summarize in the Opposing Viewpoints database on the library website. I was pleased with the assignment because while the quality and type of articles varied widely, they were all of a similar length and presented similar challenges. I did not receive 20 identical papers, but students did not have to figure out for themselves how to choose an article suited to the assignment.

My students this semester have so far seemed bright and engaged--quite easy to teach and get along with. And, after my agonizing first assignment last semester, I deliberately kept my instructions short and simple, not even giving length or format requirements. Still, the average student has failed to follow the paper assignment directions on 3 separate counts.

My students this semester, who as a group seem very bright, still have trouble sending attachments as .docs. This article probably reaffirms what many of us in the CWRL already suspected--that these kids are not necessarily more computer savvy than our generation.

Google Generation Not So Hot At Googling, After All

http://www.theregister.co.uk/2007/12/04/wikipedia_secret_mailing/

Yesterday I had a speaker that I was really looking forward to--I had talked him to my kids quite a bit. At the last minute, he told me that he was having 2 undergrads gives the presentation instead.

I've been trying to get a better picture of the places where the Wellton 26 go in The Devil's Highway. I made this map--if you click on many of the yellow pins, there is a picture of the town or the place. Viewing it as a hybrid (which shows satellite pictures and human landmarks) really gives a good picture of the desolation of the AZ desert. (Note: Viewing the larger map (the link below the image) is key.)

If other people have found good pictures of any of the places mentioned in the book, I would love to add them to the map.