ORI Savine Case

I looked at the Savine case on the ORI website, located at http://ori.dhhs.gov/content/case-summary-savine-adam-c .This case details the story of Mr. Adam Savine, who falsified his data and presented it in publications and at conferences.

Unfortunately, the legal jargon only tells one story. It tells the story of a bad academic in a psychology department who took the easy route and got caught. I would imagine that Mr. Savine felt pressured to edit his data to fit his hypotheses because of pressure to publish as a doctoral student in order to get some position after he completed his degree.

This cheating isn’t worth the risk. Luckily I operate from the perspective that there is no measurable (T)ruth, and that reality is relative. For me, there is no way to falsify the data because the data is what I see, and you could call it opinion instead of fact!! Sure, there are still plagiarism concerns- and what worries me most is that I’m not doing a thorough enough job in my review of the literature to discover if anyone has had similar ideas before.

But that’s not the case here. Mr. Savine believed that some aspect in his discipline of psychology was measurable. He then altered the data to fit his conclusion, and got caught afterwards.

Social science isn’t worth the trouble.

Week 4: Getting in the Groove

Nearly a month into the semester, I feel that both students and teachers are just now getting into a comfortable routine with courses and schedules. This moment (flexible among individuals) is important to note because it is when we expect all the bells and whistles of the course to be behind, leaving only the substantial parts ahead.

It is usually in this moment that I would come up with an action plan for the semester, usually in the form of a large calendar with dates from my multiple courses side by side. This way I could analyze the busy and slow weeks of the semester.

As I head into the second unit of my course, I’ll ask students to understand that it is now time to do work. The sun is getting lower in the sky, taking with it the warm summer weather and soon it will be cold in Blacksburg. For us students and teachers it is time to snuggle up close to the space heater with a laptop, some printed out pdfs and a cup of coffee. Does life get much better?

My generation? The class of 2017

In our first class, we heard some of the measurable data of students who were entering college in 2012. Granted, these sophomores and their 2013 freshmen class successors are not the majority of the VT student population, but even so I don’t believe that I have as much of a connection with their unmeasured needs and interests as my age would suggest.

I graduated with my B.A. in Communication-Media from N.C. State nearly 1 and 1/2 years ago, and understand the taxing mental and emotional challenge of being an undergrad in modern higher ed, but never felt super connected to the “millenial” college population. I purposely put this term in quotations, because I’m not sure if it accurately represents the group like other terms (Baby boomer, gen x).

Furthermore, I have witnessed much older teachers at times make better connections with these young students than I could ever hope for.

What do they want? I was great at “studenting” or managing courses to achieve the best grade irregardless of knowledge learned as an undergrad, and try to accommodate those with similar goals while throwing an appropriate curve ball every now and then. But is that enough? How can I be more engaged? How can I tie in current and practical concerns to theoretical lectures?

How do I connect with what is supposedly my generation!?