Apparently I missed out on a new way to get my papers published!

Last week I read that a journal was retracting over 100 papers due to fraud in the peer review process. Specifically, it seems that some authors were participating in a scheme in which they  would submit a manuscript to a journal for review, suggest reviewers, and provide fake email addresses that would route the manuscript back to them (instead of the named reviewer). Then the authors could review their own manuscript (potentially more than once) and recommend it for publication.


So, that’s pretty bold (I think the technical term is “ballsy”), but I was alerted to someone who took it to a whole new level: A reviewer for a journal stole a manuscript they were reviewing and published it under their own name!

That can’t be good for your career!



How Can We Minimize Grade Challenges? | Vitae

No one should teach in fear of the prospect of a wronged and vengeful student.

Source: How Can We Minimize Grade Challenges? | Vitae


Ugh! Thankfully, the students who do this are few and far between, at least for me. I find that it is almost always due to a difference in expectations.

For example, last semester I had a student who asked why he got a C (70%) on an assignment. He felt that because he did it, it should be worth an A. I explained that, first of all, he turned it in late, so an A was out of the question. Then I explained that he did most of it wrong, so I decided it was worth a C.

He seemed shocked to learn that I considered these factors when I graded assignments, but he understood once I explained it. By the way, he is a senior and gets A-B grades in other classes. I suspect he has been “trained” to expect high grades for incomplete work. Ugh!


What to do when you would rather not write that recommendation letter.

Source: Claiming Your Right to Say No | Vitae

This is always an awkward situation, but important to address. At the very least, it saves me some time!

I have been giving students who ask for a recommendation a list of information I need before I will write the recommendation. About a third never get back to me, which tells me they weren’t really serious. Again, saves me from wasting time.

Here’s my list

You can count on a strong, positive recommendation from me. In order to do this, I need the following:

  1. a copy of your transcript (unofficial SSC version is fine)
  2. any “why I want to go to graduate school” or other personal statements you wrote for the application(s)
  3. your resume or a list of work, volunteer, extracurricular, leadership, etc. experiences
  4. test score results (GRE, MCAT, etc.)
  5. any forms I need to fill out and/or address to send the letters
  6. a list of schools you are applying to
  7. deadlines for submission
  8. confirmation that you submitted your application (I won’t write the letter until you have applied)



Busy, yes. Productive and effective, not so much.

I really connected with this article. I have become increasingly aware of how my institution values being busy over being productive and effective. This is especially true right now, during advising and registration.

The amount of time required to manage an always increasing number of advisees (I have 116 this semester) takes away from doing pretty much everything else. Like helping a student with an internal research grant application. Or grading papers. Or writing grad school recommendations.

Worse, the emphasis is on scheduling, approving graduation applications, and solving problems with our online registration system so there is little time available for actual advising. You know, career goals, and such, the things we should be doing when we advise students.

So, we are very busy with advising, but I would hardly say that we are being effective. The good news is, registration ends this week so we should be able to get back to work!

Source: Work, Work, Work | Vitae

Five Fundamentals of Faculty Development

We have a new faculty member joining our department this fall, so this comes at a good time.

Probably also good advice for early- or mid-career faculty who want to stay on track or refocus career goals.

What does faculty development look and feel like on your campus? Here are five fundamentals for designing and delivering effective faculty development.

Source: Five Fundamentals of Faculty Development

Let’s talk about teaching at the ACSM Annual meeting!

I hope you are planning to attend the ACSM Annual Meeting in Boston next week.

The Exercise Science Education interest group meeting is Wednesday, June 1 from 5:45–7:15 pm in room 210 in the Hynes Convention Center. Please join us to catch up with friends and colleagues, share your ideas for upcoming interest group activities, and enjoy some snacks courtesy of Lippincott Williams & Wilkins.

Other sessions that may be of interest:

A-55.Enhancing the Undergraduate Exercise Science Research Experience: A Model to Share.
Wednesday, Jun 01, 2016, 10:40 AM -11:30 AM
Increasingly more students are getting exposed to research in the undergraduate setting. The goal of this colloquium will be to share and discuss a model that is currently in use at the university level to enhance and promote the undergraduate research experience and one that translates science into a real world context. Undergraduate research experiences have been shown to translate into a stronger motivation towards academics, a greater interest in learning more science and a desire for continued education in graduate school. Improving upon this high impact student experience can only benefit the future of the exercise sciences.

D-07.Applying Cognitive Science to Enhance Learning in Exercise Science.
Thursday, Jun 02, 2016, 1:00 PM – 3:00 PM
Hotel-Back Bay C
Cognitive science has much to offer instructors in terms of optimizing learning. One particularly effective cognitive science strategy is retrieval practice. Dozens of studies indicate that retrieval practice can enhance learning and memory more effectively than more traditional strategies such as reading (only). The purpose of this symposium will be to discuss the evidence pertaining to retrieval practice and how it can be used to enhance retention and the transfer of learning in classroom and laboratory education. The session will explore the optimization of learning by discussing issues such as amount of retrieval practice, spacing and feedback.

E-28.Exercise Science Pedagogy.
Free Communication/Poster
Friday, Jun 03, 2016, 7:30 AM -12:30 PM
Exhibit Hall A/B

Test Anxiety: Causes and Remedies 

It is exam week for us, so the timing of this article about test anxiety couldn’t be better.

Typically, I learn that a student suffers from test anxiety after the test. Running out of the room crying after they hand in the exam is a clue.

But yesterday I had a student who came into the exam crying. Even I picked up on that sign of test anxiety. (She settled down and did fine, in case you are curious)

Source: Test Anxiety: Causes and Remedies –