As a member of academic staff who teaches in a publicly funded University, and in the spirit of the Open Access movement, I think that as far as possible I should put the content of my lectures in the public domain. I’ve decided today to do this with my final-year module on Advanced Electromagnetism. Here you go.
Any questions?
If you think that isn’t much for the 17 lectures I’ve given so far, just look at what I started with:
I reckon I’ve made quite a lot of progress!
It was good to see quite a lot of coverage in the Irish Media of yesterday’s demonstration by the Postgraduate Workers Organization (PWO) at the Dáil Éireann; see, for example, here, here and here). The PWO is campaigning for postgraduate students to be paid on a living wage and with full workers’ rights under employment law, such as sick leave entitlement and maximum working hours. You can read more about their demands in the Fair Researcher Agreement here. I endorse this campaign wholeheartedly.
Postgraduate students in Ireland are treated abysmally by the current arrangements, and their situation is rapidly getting worse. Stipend levels (the best of which are currently around €18,500) have not been adjusted for inflation for many years and the recent surge in prices has made this even worse. The living wage is around €26,000 in Ireland, and the stipend should be increased to at least that level. I would argue, and indeed have argued, that even this level would be inadequate.
University employees such as myself have recently been awarded a significant pay rise. It is patently unfair that postgraduate students, who make an essential contribution to the teaching as well as research in all academic departments, should be left behind.
The root cause of this is the chronic underfunding of Ireland’s universities. While lecturers’ pay is determined by central agreements, it is not necessarily the case that colleges and universities are given enough funding to cover the increase. The result is that third-level institutions can’t employ enough full-time academic staff to teach the ever-increasing number of students, and instead have to rely on poorly-paid casual labour, much of which supplied by postgraduates. While I do think that PhD students benefit from having a bit of teaching experience during the course of their programme, the current situation where the students can’t afford to live unless they take on a large amount of additional work.
While the fundamental cause is clear, and lies at a Government level, it seems to me that the situation of PhD students in Ireland is exacerbated by rampant managerialism. Take my own institution, Maynooth University, for example. The ratio of undergraduate students to academic staff in Maynooth is the highest in Ireland at 28:1. Instead of investing in more academic staff, however, the University has recently gone on a spending spree to recruit more members of senior management. I put in a Freedom of Information request in recently, which revealed that Maynooth has spent around €250K since September 2020 on recruitment consultancies alone in connection with 10 senior management positions. That’s not counting the recurrent salary costs of the new staff. The addition of yet more people to an already top-heavy management structure is impossible to justify, especially when postgraduate students are struggling to make ends meet.
There seems to be much less enthusiasm here for filling academic staff positions, or even advertising them, as I have learnt recently by personal experience. Universities are communities whose primary aims are teaching and research. In my opinion postgraduate workers, collectively, contribute far more to those communities than do the President, Vice-Presidents and sundry Directors. I just wish more people recognized that. If postgraduate workers decided to withdraw their labour, the University would cease to function.
There have been more news stories about ChatGPT and assessment in universities going around. There’s one here from The Journal and another here from The Conversation to give just two examples.
I wrote about this myself a couple of months ago in a post that included this:
I have to admit that I’ve never really understood the obsession in some parts of academia with “the student Essay” as a form of assessment. I agree that writing skills are extremely important but they’re not the only skills it is important for students to acquire during the course of a degree. Of course I’m biased because I work in Theoretical Physics, an area in which student essays play a negligible role in assessment. Our students do have to write project reports, etc, but writing about something you yourself have done seems to me to be different from writing about what other people have done. While forms of assessment in science subjects have evolved considerably over the last 50 years, other domains still seem to concentrate almost exclusively on “The Essay”.
Whatever you think about the intrinsic value of The Essay (or lack thereof) it is clear that if it is not done in isolation (and under supervision) it is extremely vulnerable to cheating.
A few people have retorted that communication skills are very important in higher education. I agree with that wholeheartedly, but it seems to me that (a) there are other ways of communicating than via formal essays and (b) there are, should be, more to academic study than writing about things.
That said, I do think we could be doing more in some disciplines, including my own, to cultivate communication skills in general and writing skills in particular. In Theoretical Physics we certainly don’t do this as much as we should. I do have a project report in my 3rd Year computational physics module, but that is a relatively short document and the report itself counts only one-third of the marks (and the project is only 40% of the module mark).
These thoughts somehow reminded me of this. You can click on it to make it bigger if it’s difficult to read. It was the first paper (called colloquially Paper Zero) of my finals examination at the University of Cambridge way back in 1985, getting on for 40 years ago:
As you can probably infer from the little circle around number 4, I decided to write an Essay about topic 4. I’ve always been interested in detective stories so this was an easy choice for me, but I have absolutely no idea what I wrote about for three hours. Nor do I recall actually ever getting a mark for the essay, so I never really knew whether it really counted for anything. I do remember, however, that I had another 3-hour examination in the afternoon of the same day, two three-hour examinations the following day, and would have had two the day after that had I not elected to do a theory project which let me off one paper at the end and for which I got a good mark.
Anyway, to get back to the essay paper, we certainly don’t set essay examinations like that here in the the Department of Theoretical Physics at Maynooth University and I suspect they no longer do so in the Department of Physics at Cambridge either. At the time I didn’t really see the point of making students write such things under examination conditions but then we didn’t have ChatGPT way back then. No doubt it could generate a reasonable essay on any of the topics given.
I am skeptical about whether any of my 3rd year computational physicists would use ChatGPT to write their reports, but they might. But ChatGPT can write Python code too. Am I worried about that? Not greatly. I’ve asked it to write scripts for the various class exercises I’ve set so far and the code it has produced has usually failed. It will get better though….
So here we are, then. We’ve arrived at the half-term Study Break at Maynooth University. Six weeks of Semester 2 down, six to go. There are no lectures, labs or tutorials next week. It’s not actually a holiday, but the lack of teaching duties will enable me to catch up quite a few things I’ve let slip during term. It will also give me the chance to regroup and prepare for final assault on the second half of term.
The spell of freezing weather we’ve had recently has morphed into something a little warmer and a lot wetter. The light dusting of snow we had yesterday has dissolved in the torrential rain stotting against the windows as I write this piece. I’m waiting for a lull in the downpour so I can make a quick dash to the shops before returning to the comfort of my house for the rest of the day. The weather is coming in from the West today, and I spy a little gap heading my way:
Next Friday, March 17th, is of course, St Patrick’s Day, a national holiday in Ireland. I certainly hope the weather is better for the traditional parades on that day!
I’m glad of the arrival of this break, as I’ve been running on empty for the last several days, the fatigue exacerbated by a flare-up of the arthritis in my knees. On Thursday I had to kneel down next to one of the machines in the computer lab to fix something and I had considerable difficulty getting up again. Doctors say that there’s no reliable evidence that arthritis pain correlates with the weather, but in my case it does seem to come on when the weather changes, especially when it suddenly becomes cold or damp. I’ll be due for another steroid shot soon, which should help, and hopefully the weather will improve over the next few weeks. Possibly.
Anyway, the second half of term should be a lot easier than the first. For one thing, we have another break coming up three weeks in. Good Friday is on April 7th, so that is a holiday, as is the following week. Moreover, I usually only give lectures in Computational Physics for 9 of the 12 teaching weeks in the Semester, after which the students will be working on the mini-projects which form part of the assessment for this module.
P.S. It was on 11th March 2020 that the World Health Organization officially announced the Covid-19 pandemic and it was just before the corresponding Study Break that year that the University was closed and we went into lockdown. Can that really have been three years ago?
This Sunday evening I take the text for my sermon from a piece about examinations by Katie Stripe in the Times Higher about examinations:
Testing students’ ability to show their learning in a closed context is not preparing them for a future in which technology is ubiquitous. There are few professional contexts that require you to recall information in a specific time frame.
I agree to some extent with the conclusion of the article but for different reasons. In particular, I don’t think this conclusion has much to do with the arrival of new technologies such as ChatGPT. Exams that simply require the students to “recall information” and nothing else seem to me to be of limited value from an educational point of view and should indeed be scrapped, but I think exams can play a role in testing other, more important, skills such as problem-solving.
Over my lifetime the ratio of assessment to education in universities has risen sharply, with the undeniable result that academic standards have fallen especially in my own discipline of physics. The modular system encourages students to think of modules as little bit-sized bits of education to be consumed and then forgotten. Instead of learning to rely on their brains to solve problems, students tend to approach learning by memorizing chunks of their notes and regurgitating them in the exam. I find it very sad when students ask me what derivations they should memorize to prepare for examinations because that seems to imply that they think their brain is no more than a device for storing information. It became clear to me over the years that school education in the UK does not do enough to encourage students to develop their all-round intellectual potential, which means that very few have confidence in their ability to do anything other than remember things. It seems the same malaise affects the Irish system too.
On the other hand, a good memory is undoubtedly an extremely important asset in its own right.
I went to a traditional Grammar school that I feel provided me with a very good education in which rote learning played a significant part. Learning vocabulary and grammar was an essential part of their approach to foreign languages, for example. How can one learn Latin without knowing the correct declensions for nouns and conjugations for verbs? But although these basic elements are necessary, however, they are not sufficient. You need other aspects of your mental capacity to comprehend, translate or compose meaningful pieces of text.
The same considerations apply to STEM disciplines. It is important to have a basic knowledge of the essential elements of mathematics and physics as a grounding, but you also need to develop the skill to apply these in unusual settings. I also think it’s simplistic to think of memory and creative intelligence as entirely separate things. I seems to me that the latter feeds off the former in a very complex way. A good memory does give you rapid access to information, which means you can do many things more quickly than if you had to keep looking stuff up, but I think there’s a lot more to it than that. Our memories are an essential part of the overall functioning of our brain, which is not compartmentalized in such a simple way. For example, one aspect of problem-solving skill relies on the ability to see hidden connections; the brain’s own filing system plays a key role in this.
In recognizing the importance of memory I don’t mean that rote learning is necessarily the best way to develop the relevant skills. My own powers of recall are not great – and are certainly not improving with age – but I find I can remember things much better if I find them interesting and/or if I can see the point of remembering them and/or if I use them a lot. Remembering things because they’re memorable is far easier than remembering because you need to remember them to pass an examination!
Anyway, my point is that a good memory can help you learn, but is not in itself what should be assessed in an examination. I wish universities made more effort to educate students to understand that their brain can be much more than a memory device.
Here endeth the lesson.
By sheer coincidence, the very same day that I posted a piece in which complained that the issue of PhD stipends for Irish postgraduates had apparently been “kicked into the long grass”, the consultation has at last opened.
You can contribute your submission or submit your contribution, whichever seems appropriate, here.
Although the Irish Government has kicked its planned review of postgraduate support into the long grass, the Board of Trinity College Dublin recently approved a proposal to increase stipends to for all its PhD students to €25,000. I applaud this decision, but would argue that it doesn’t go far enough.
A while ago Government of Ireland announced a new scheme intended to recruit “high-level researchers” to PhD programmes in Ireland. This scheme, which is a public-private partnership of around €100 million, will fund around 400 PhD studentships with an annual stipend around €28K, which is substantially higher than the current rate for, e.g., ICR-funded students which is €18.5K. The justification for the higher €28K stipends is that they would be “in line with financial supports offered under similar global scholarships”. I take this as a statement that the Irish Government has acknowledged that the proper rate of pay for a PhD student is at this level, which seems to me to be about right. It seems to me to be logical that all PhD stipends should be increased to this level.
High levels of inflation are combining with spiraling rental costs to make it very difficult for a student to live on the current level of stipend (especially in the Greater Dublin area). This forces postgraduate students to undertake large amounts of tutoring or other work in order to get by financially. This situation is a direct result of the chronic underfunding of higher education in Ireland which means that there aren’t enough academic staff to cover the teaching required. Universities will argue that they don’t have any choice but to exploit PhD students to make up the shortfall, but that doesn’t make the situation is acceptable.
It is of course good for a research student to get some teaching experience during their PhD but this should be on a voluntary basis. A PhD student who chooses to teach will probably do a better job than one who is forced to do it in order to pay the rent. My basic point, though, is that a full-time research student should be funded to do research full time, and it is grossly unfair to pay them too little for this to be possible.
There needs to be a serious “levelling up” of PhD stipends across the entire third-level sector in Ireland. I hope in particular that my own institution, Maynooth University, will take the lead and increase its PhD studentships to the fair level of €28K per annum. This would be a good way to spend at least some of the surplus of €13.2M it ran up during the first year of the pandemic alone.
UPDATE: The Government has now opened a consultation on PhD supports to which you can contribute here.
I saw this doing the rounds on Twitter the other day. I even made a little joke about it which went viral (by my standards) with over a million views and almost 2000 retweets:
There’s no accounting for taste.
Am I a meme now?
Anyway, I’m in the office quite early this morning ahead of my 9am Computational Physics lecture so thought I’d do a quick post. I realize that 9am is not early compared to practice in some institutions abroad where lectures can start at 7.30am or even earlier. Everything I say here is based on my own experience and is not claimed to be universal.
As a lecturer I don’t mind 9am lectures at all. I find itt’s nice to get something significant done before 10am as opposed to just trying to deal with emails. On the other hand, I live only about 20 minutes’ walk away from campus so I don’t have to get up especially early. As a matter of fact I get up at 7am on weekdays, so no real adjustment is necessary for a 9am start. If I had a two-hour commute it would no doubt be a different matter.
At conferences and so on, I don’t find myself sleeping in the morning sessions. I find the slots immediately after lunch the worst for staying awake. That’s the time we have our theoretical physics seminars at Maynooth, actually.
My own experiences of being an undergraduate student (at Cambridge) was that I had regular 9am lectures 6 days a week (Saturdays included) and didn’t mind those either. But Cambridge is relatively compact and, living in College, it didn’t take me long to get to the lecture theatres in town. I usually felt quite sharp at 9am, actually, probably less so later in the morning.
Of course the reality is different for many students, some of whom have lengthy journeys into campus on not-entirely reliable public transport, so find a 9am start a challenge (to say the least). It’s certainly not unknown for students to doze off, but I don’t mind that as long as they don’t snore too loudly. I try to break up these lectures with things for the students to do, and that sometimes wakes them up again. In terms of attendance it’s the early evening slots that are worse in my experience than early morning.
Anyway, here in Maynooth we teaching staff have no real say over timetabling so now I should head off to Hall C to set up.
UPDATE: I had a pretty full class but one student did doze (without snoring) for about 3 minutes.
The first quarter of the second Semester at Maynooth University has flown by. I’ve now done three weeks of lectures and even conducted the first class test in the computer lab. It is from the correcting of these submissions that I am now taking a short break to compose this blog.
Amazingly, for the first time ever, there have been no major problems in the Computational Physics lab at all. In previous years, something has always gone wrong but not (so far) this time round. I’m sure our nice new digital display screen has also improved the experience for the students in that they can now actually see the instructions I give them!
I’m actually ahead of the game in my Advanced Electromagnetism module, having done 7 lectures in 3 weeks instead of the usual 6, because I used one of my tutorial slots to give an extra lecture, anticipating that I’d lose a lecture on Good Friday (7th April) as this is a national holiday in Ireland. The following week is a holiday here too. Three weeks from now we have the mid-term Study Break (13th-17th March, ending on St Patrick’s Day), so after the first six weeks of this Semester we get a little more time to relax.
Soon it will be time to write the examinations for Semester 2. I need to think up some questions for Advanced Electromagnetism and Computational Physics. Writing an examination takes the same time regardless of how many students are taking it, but when the class sizes are small it takes much less time to do the marking. There is a large component of continuous assessment in Computational Physics, which means more work for me through the term, but there are only 25 in the class so it’s not too bad. The class for Advanced Electromagnetism is even smaller, which should make my marking workload in June a bit less heavy than it was in January.
Today students were notified of their provisional Semester 1 examination results. I expect I’ll be talking to some of them next week to discuss their options in the light of the outcome. Final marks don’t get confirmed until the Summer, when we have a full meeting of the Examination Board together with the External Examiner. Marks don’t usually change but they can if the Board decides they should.
We often have a seminar on Friday afternoons but we don’t have one today which is why I’ve got time to write this post. Often I go to the National Concert Hall on Friday evenings but I’m not going this evening. I decided to have a quiet night in tonight, as I’ve got something important to do tomorrow. After I finish marking this first class test I think I’ll toddle off home.
Today is Thursday 14th February so it sees the first of another three consecutive days of strike action by members of the University and College UCU across the UK over pay, pensions and working conditions. Although I no longer work in the UK I’d like to send this message of support to my former colleagues there who will be out on the picket lines today. There will be another three days of strikes next week, and four days the week after that.
In the Dark 