More Hiring Fun

I haven't blogged a whole lot about my change of employment that happened this summer. I'm sure at some point I'll let loose about it, but for now I'm still drinking it all in. However, I do have some fun stuff left over from working at USU related to job applications. I've written about other strange interviews and bad resumes before, and while I hesitate to talk about hiring issues a ton, since an offhand comment about someone you didn't hire can become a major lawsuit issue, I've also heard from a reader or two that those kinds of stories are some of their favorites. So I'll try to balance things as well as I can.

The first is from an interview within the past year. It was going reasonably well until I talked about what is expected while working in the computer lab, making a half-question-half-statement about not being on Facebook all the time while working. It turned into a kind of awkward moment when she pretty much told me she probably would be on Facebook a lot. Kudos for honesty? Or recommendation for a psychologist to help with your addiction? Or just end the interview as soon as possible, because we're not hiring you?

Just as I was leaving, while they were in the middle of hiring my replacement, we also had quite a bit of staffing to take care of, since several people had graduated or had other personal things come up that they weren't coming back in the Fall. I was hoping my replacement would do all the hiring, but when the timeline got tight, I had to review the resumes we had received.

I had received about 250 emails about student jobs in the lab. In 2 hours, I made my way through all 250 emails, whittling the list down to 20 potential hires which I passed along to my just barely hired replacement to make the final decision. Whew, that was fun! I did have the sense to copy out a few gems from the cover letters and resumes I received. Some of the best:

Lagoon (Seasonal) Managed a group of 6-8 employees, keeping them in line and on task

I knew it was important to keep customers in lines, but I didn't realize they had lines for employees, too.

I'm interest in working in the CIL Lab. What is required for?

English proficiency, maybe for?

Working knowledge of all Windows and Apple based software.

All?

Child Care, Many repeat requests

So you babysat your neighbor's kids every weekend?

I would be willing to work before, after or when I have breaks in between classes.

Being a campus job, I can't require students work during classes, but yes, before, between, or after classes are pretty much the times I make everyone work.

Rapport Leadership International

This is one I was pretty sure I didn't want to even touch. Just from the name of it, you can guess what kind of place it is. I did take a minute to google it, and yes, it's one of those training courses where they humiliate you and rip you down to nothing before building you up into a machine that rips down your friends and loved ones, for only thousands of dollars a month. I don't know or care the details of RLI, Impact, or the other similar programs; I just know enough to know I don't want anything to do with them. If you want real leadership training, ask me about Wood Badge.

Proficient in Word, Excel, Power Point, The Internet and Dental Software

Ooh, proficient in both the internet AND dental software?

Sandwich Artist

Look, I know that's the title Subway gives the people who work there, but you're not an artist, and what you're making barely resembles a sandwich.

2.81 gpa

Just leave it off if it's under 3.0. If I ask for GPA, you're hosed, but if I happen to not ask for it, you might be able to slip in unnoticed. I have had people with bad GPAs be good employees and vice versa, but with the sheer numbers, any bad info you give me will be used against you. Of course, the question may arise whether 2.81 is a bad GPA. It's basically a B- average, so perhaps not all that bad. Consider, however, that to get a GPA in that range, you have to balance out every A you receive with a D in another class. Grade inflation itself is an entirely different conversation, but within the current system, more than a handful of Ds (or worse) means there's something wrong. On the other hand, the perennial 4.0 student can be suspect as well. I just added that, because I want to make sure I offend everyone equally. There's a lot more I could say, but I'm going to save it for another post.

I really would like a job.

Oh, well, yeah, that makes sense. Just come on in.

Roller Coaster Aficionado

Actually, I was intrigued by this one, but not enough to keep him or her, given the tight timeline.

That's all the quotes. There were a few other items that helped me in my filtering. One person submitted a 2 MB attachment; if it was a whole artistic portfolio, I'd understand, but we're talking a resume and cover letter that should come in under a couple hundred K. I received one resume in MS Works format. I could have converted it somehow and figured out a way to read it...but I didn't. Another interesting one was a duplicate resume that I recognize having received several months earlier; the thing that made it stand out so much was the same mistakes that made me toss it the first time still weren't corrected. As always, I received several resumes with a completely blank page appended to the end, since they didn't double check to delete the extra whitespace.

I did have a girl earlier this year apply; if I recall correctly, she was referred by someone else who had been working for me. Her resume was actually bad enough that I emailed her back with some tips to help her improve the resume before submitting elsewhere. I didn't have the time to send back constructive criticism on all these beauties, though.

More On TwHistory and Social Networking

I recently posted about the top 10 things I'd learned from TwHistory, a project I've been helping with to teach history using social media. I was at a conference recently where one of the papers presented was about how social networking doesn't create learning communities or communities of practice. I'm going to do a more full analysis of it at some point, but for now, I'd like to point out that TwHistory has shown to some extent that the supposition of the paper is false or at least not completely true. I don't know if I even want to touch on their premise that you need more control than social media tools allow to facilitate a constructivist learning environment.

Social media/networking tools are just that, tools. A classroom is a tool in a manner of speaking. Blackboard, let's see if I can say this with a straight face, is a tool. (Blackboard's "designers" are tools also, if you know what I mean.)

Of course just using Twitter won't magically build a community, just as throwing a prominent researcher into a classroom won't make him or her an effective teacher and dropping a class into Blackboard won't stimulate discussion.

A couple guys who had worked together on some previous software projects to create tools for building communities around openly licensed educational materials came up with the idea. I was involved in the first reenactment on TwHistory because of something one of them posted on Facebook. An awesome high school history teacher has enhanced her method of teaching history because of that Twitter reenactment. A grant from Talis funded a sweet new twhistory.org website that will allow anyone to build and share their own reenactments because it was shown that it could be useful in the classroom. People are starting to use the new site on their own now.

A community is being built using various online tools. A common reaction from many people who hear about this community is that they are now interested in using some of these social media tools that they were never interested in before, because they see it can be useful for something more than just wasting time. They want to join in, because there is a community pulling them in.

There's more to come on this topic, but that's enough for now. If you've made it this far, here's a bonus 5 more things I've learned from TwHistory.

• To reduce the amount of complaining you have to listen to, appoint a murmurer for the group - if anyone wants to murmur, they have to get his or her permission first.
• Expect to be "taught a lesson" if you fall sleep while on guard.
• Assign a few select hunters, because if everyone in camp goes, you'll scare off all the game.
• If your ramrod gets stuck in the barrel right in the middle of battle, just shoot it out at someone and pick up someone else's gun.
• You can tell the tribe an indian is from by the shape of the moccasin print.

Travel Dichotomy

I traveled to a conference in Las Vegas a couple weeks ago. It was interesting to reflect on the atmosphere in my hometown vs. that of the conference venue. Isn't it great how even though it's annoying to stand in security lines at the airport, modern technology lets us go to such extremes as these within the course of one day:

Leaving in this morning, this was the view.


This was the view mid-afternoon.

And then that evening.


This guy was pretty good with the spray paint.

Above Fremont Street, just outside the hotel I was staying at, they have a TV that spans four blocks, with music videos and other stuff playing throughout the night. (Fast forward to 1:40 for Break on Through.)

Top 10 Things I Learned from TwHistory

I've had the opportunity to work on the TwHistory project over the past year and a half. It's been really fun and interesting. I've never been much of a history connoisseur myself, but it's turned me around.

I've surely learned more than 10 things from TwHistory research, but these are a few that come to mind:

• There was a girl who really would stand at the bow of the Titanic after her nightly escapades.
  
• Fort Bridger was just a couple small log cabins.
  
• No one really won the Battle of Gettysburg.
  
• Never leave the percussion cap on the hammer of your rifle.
  
• If you don't burn towns as you march through them, the ladies treat you nicely.
  
• Don't tie up the prophet's horse within rope's distance of a sinkhole.
  
• If you're considering deserting the army, be prepared to dig your own grave and then be shot in it.
  
• Only 3 of the 4 smokestacks on the Titanic were real; the last one was decoration.
  
• The best time to raid the enemy's camp is just when they're sitting down to dinner.
  
• History can be fun and interesting.

The First Cut is the Deepest

I grew up generally interested in sports, although I never played on an organized team. My brother played baseball for several years, and a major portion of my inlaws' lives as they grew up revolved around organized sports (some of them still do). I collected baseball cards, played a little baseball in the backyard with my brother, played basketball fairly regularly at Scouts (but never enjoyed it that much), and went to a few Yankees games, even though I was a Mets fan. The Yankees fan in the family was a lot more vocal than I was. I still remember the day I became a Mets fan. It was pretty anticlimactic. Sitting in Mrs. Sullivan's fourth grade class, probably working on our latch hook pillows, Ralph Aiello asked me who my favorite team was. I told him the Mets and the Yankees, since living in North Jersey, those were the teams you heard most about. He told me I couldn't like both of them. So I picked the Mets. That was it.

Over the next few years, I didn't think much about playing organized sports until shop class at Eisenhower Middle School. We would be working on our pointless projects (no, really, even more pointless than most junior high shop classes; my brother at least got to make a grappling hook) and the guys would be talking about their football and baseball teams they played on. It kind of hit me. I thought, hey, I'd like to play something. I realized, though, by that point, I knew little enough about most of the sports that I'd probably make a fool of myself if I actually tried out for anything, since I hadn't been playing since I was 5 like they all had.

When I was 15, I worked a summer at the baseball fields. I was ahead of my time and unwittingly broke a gender barrier; apparently boys are supposed to work as umpires, and girls work in the snack bar. I got a job at the snack bar...with 11 girls. I'd figured out something all the umpires hadn't: girls, shade, and candy were better than angry parents, hot sun, and no candy.

In high school, my friends and I started playing volleyball regularly, slowly figuring out the rules and techniques (which was a lot harder in the pre-internet days). We played a lot, and once or twice we even challenged random people at the big volleyball pits in West Bountiful, but still nothing organized. My sisters got me into racquetball when I started college, and in my time at USU, I took classes in racquetball, volleyball, billiards, and golf. Over the next decade or so, I played each of those sports sporadically. I had a pretty regular volleyball schedule going a couple years ago, but it fizzled out. I've also been picking up the Triathlon bug as well, but that's another post.

So about a year and a half ago, I taught a couple guys that worked for me to play racquetball. We started playing a couple days a week when we needed to get away from the office for a little bit. In a completely unrelated move, I had joined Facebook a few months before, and was kind of figuring it out, not sure how much I liked it or not. (I'm still not sure.) Like a good Seinfeld episode, but less funny, the two stories came together when Tom Caswell, a fellow PhD student, posted something on Facebook about how the best part of his PhD program was playing racquetball. I followed up, started playing with him and a group of other guys, and over a year later, generally playing 2 or 3 mornings a week, here I am pretty decent at racquetball.

So a couple nights ago, the racquetball team, officially a campus club, held tryouts. I was pretty sure I didn't have the time to actually join the team, but curiosity got the best of me. Could I compete? Could I make the team?

I showed up 5 minutes early, and it was a pretty packed house. I was by far the oldest person there. I figured I'd get toasted and head home, coming away with a good story about how woefully inadequate I am, while maybe learning a move or two to show the guys the next morning.

We started late, and there were way too many guys there for the number of courts they had available, especially since for some reason the team president thought it was important to play singles, not doubles or cutthroat, which left a handful of us standing around talking about how nice it would be to get to play. Someone finally convinced el presidente to let us play cutthroat and/or doubles and we were all in. They watched from up above, occasionally asking questions like our names and how many years of school we had left. I did pretty well, serving quite a few aces and some very wicked kill shots from all the way in the back court. I was on fire and started thinking, hey, maybe I can do this. After about half an hour of playing (and half an hour of not playing), they called us all together to make the first cut. I didn't make it.

They called around 8 to 10 names and asked those guys to come outside to talk about what was next, since they would be having another round of cuts at some point. I biked home, shrugging off what might have been, knowing I probably wasn't going to have even joined the team had I made it.

Just as I got home, I got a phone call from the team president. Apparently he'd written my name down but accidentally called someone else's name instead of mine. He wanted me to come back. So I drove back to the gym to find out the details on when they would be having us come back for the final round of cuts.

Oh. They were doing it right then. I hadn't brought my stuff back, since I didn't think we were playing anymore that night. I didn't have my glove, racquet, goggles, or headband. I borrowed a racquet that I wasn't used to playing with, sweat running unimpeded down my face, and afraid of getting hit in the eye. Still, I played well. I destroyed a couple guys when I know they were watching from above. I also was destroyed by one guy that was pretty awesome. It was humbling to be in the same court as one so great. I was pretty evenly matched with a couple other guys. So you do the math: if they're going to take 5 or 6 guys, and there was only one guy who could really slaughter me, I had to be in. Maybe I will be on the team. Maybe I will get to go to all these cool tournaments. Maybe I'll go to nationals.

And I was cut. For the first time in my life I didn't make the team (except the other time about an hour before, when I was accidentally cut but then reinstated).

And just like that, I'm back in dissertation land.

Addicted or just that busy?

How busy or addicted to your mobile device do you have to be that you can't set your phone down for five minutes while you take pictures for your business card?


Here's more info if you're extra excited about having someone this busy as your realtor. And yes, there is a picture of him talking on a different phone.

What is Instructional Design?

I'm working on a project designing an M.Ed. program. There is one course in Instructional Design. It's kind of interesting having taken many courses and done quite a bit of research on this topic, it's hard to nail things down to what you'd cover in just one class.

If you're looking for core principles for this field, it seems to me that there are three general levels of abstraction. At least, this is what I came up with.

The first layer is what I'll call the Process layer. This is ADDIE, the Dick & Carey Model, or Rapid Prototyping, meaning the overall process of determining stakeholder needs, implementing something to meet those needs, and evaluating how well needs were met. These models are generally ongoing cycles.

The second layer is what I'll call the Architectural layer. This is Merrill's First Principles of Instruction or Gagné's 9 Events of Instruction. In order to get to this layer, you have to be (or should be) going through a design process, and you decide the types of problems students will have to solve and the ways in which students will be motivated to learn. This is the core of designing how the course will function, how and when learning materials will be accessed by students, and making sure on a macro level that the course will be effective.

The third layer is what I'll call the Turbidity layer. This is Sweller's Cognitive Load Theory or Clark & Mayer's Multimedia Principles. Once the first two layers are set and the overall framework has been laid out, the outline is filled in with details. These specifics can either add to or detract from the planning in the first two phases. Maybe you've got awesome videos with no pause buttons. Maybe course materials are scattered around on half a dozen websites, each with their own username and password to access. Given two great textbooks, which do you choose? Every choice you make, no matter how small, can make your instruction more or less clear. On a micro level, ensure your course materials are effective.

How many of these layers can you integrate into one instructional design course and in what order?

Energy Independency

We are an unstoppable oil dependency breaking machine. Unfortunately the machine runs on oil.



Thank you Jon Stewart.

Blogging Class

This week I'm teaching a fun blogging class to students from the Summer Citizens program at Utah State. It should be a lot of fun helping them learn this technology.

786,432 points of light

A great video from a couple years ago that points out some of the disconnect between teachers and students:



See further discussion of the video by the professor involved in its creation.

I wonder how some of these statistics have changed since the original video was made. The point is just as valid.