Speed impairs attending on the left: comparing attentional asymmetries for neglect patients in speeded and unspeeded cueing tasks

Visuospatial neglect after stroke is often characterized by a disengage deficit on a cued orienting task, in which individuals are disproportionately slower to respond to targets presented on the contralesional side of space following an ispilesional cue as compared to the reverse. The purpose of this study was to investigate the generality of the finding of a disengage deficit on another measure of cued attention, the temporal order judgment (TOJ) task, that does not depend upon speeded manual responses. Individuals with right hemisphere stroke with and without spatial neglect and older healthy controls (OHC) were tested with both a speeded RT cueing task and an unspeeded TOJ-with-cuing task. All stroke patients evidenced a disengage deficit on the speeded RT cueing task, although the size and direction of the bias was not associated with the severity of neglect. In contrast, few neglect patients showed a disengage deficit on the TOJ task. This discrepancy suggests that the disengage deficit may be related to task demands, rather than solely due to impaired attentional mechanisms per se. Further, the results of our study show that the disengage deficit is neither necessary nor sufficient for neglect to manifest

Toward Accuracy, Depth and Insight: How Reflective Writing Assignments Can Be Used to Address Multiple Learning Objectives in Small and Large Courses

Writing-to-learn involves the use of low-stakes informal writing activities intended to help students reflect on concepts or ideas presented in a course. Writing-to-learn can be a flexible and effective tool to help students understand and engage with course concepts, and past research has shown that writing-to-learn activities can substantially improve performance on summative assessments. Not only is coherent writing helpful for learning, it is also a skill that students are expected to acquire during their degree. However, it can be a challenge to provide writing opportunities that are both interesting to students and easy for instructors to implement and grade, particularly in courses with a large number of students. Reflective journaling is one method that can address these learning objectives. The versatility of reflective writing means that it can be adapted to suit a number of different disciplines. In this essay, we will explore reflective writing as a subgenre of writing-to-learn activities, summarizing some of the benefits associated with these assignments that have been described in the pedagogical literature. We will then describe how to tailor the assignments to different kinds of disciplines, including STEM courses, professional programs, and the social sciences and humanities. We will provide some guidance on how to resolve tension around marking and feedback for such an assignment. Finally, we will describe our individual experiences with using this kind of assignment in two courses. As there were a number of contextual differences between the two courses, including size and discipline, our commentary is advanced within the specific context supplied by each

“Can I have a grade bump?” The Contextual Variables and Ethical Ideologies that Inform Everyday Dilemmas in Teaching

Educators are regularly confronted with moral dilemmas for which there are no easy solutions. Increasing course sizes and program enrolments, coupled with a new consumerist attitude towards education, have only further exacerbated the quantity and quality of students’ requests for special academic consideration (Macfarlane, 2004). Extensions, late submissions, and grade bumps—once rare—are now commonplace. However, there is very little in the pedagogical literature that addresses these everyday dilemmas. In a culture of transparency, unspoken policies that address these requests are the form of learner consideration that is the least transparent to students and educators alike. Here we explore some of the variables that contribute to the complexity of these dilemmas, and the ethical ideologies that can inform their resolution. Our goal is not to provide best practices, but rather to facilitate reflection about how individuals make these decisions. The idiosyncratic nature of these decisions can be framed as a reflection of different ethical ideologies, and we describe one approach to framing individual ethical ideologies from the business literature. Finally, we consider whether faculty should be making these decisions at all, using the centralization of academic integrity (cf. Neufeld & Dianda, 2007) as a model, and explore its parallels with issues around ethical dilemmas in teaching