Ross Thompson received a 2000 Outstanding Research and Creative Activity Award for his work in psychology of children.

Thompson Honored for Research Activity

Understanding the Special World of Children

Ross Thompson, professor of psychology, was one recipient of the 2000 University of Nebraska Outstanding Research and Creative Activity Award. He spoke with the Scarlet about what propels his research, and his outlook on his role at the university.

Q: Tell us what you think is special about your research, in earning this award.

A: The ORCA award nomination was based on my work in two areas and reflects two hats I wear. The first is as a developmental scientist. I study social-emotional and personality development in children, and I try especially to understand the impact that close relationships have on young children's psychosocial development.

The other hat I wear is as a psycholegal scholar. I try to understand and apply the implications of the research in developmental science for problems in public policy affecting children and their families.

Q: Tell us more about the research you do or supervise.

A: My students and I are trying to understand the relationships that young children share with adults, and how these relationships shape their developing understanding of themselves and the social world. We're looking into some of the everyday experiences that children have with adult partners that are important to their developing self-awareness. One of the things we've been doing is to audio record and videotape some of the conversations children have with their mothers, beginning shortly after the time young children begin to talk. Not surprisingly, these aren't very sophisticated conversations: they usually focus on the day's events, anticipating things that are going to happen or remembering things that have happened in the recent past. And we're beginning to understand that these conversations are embedded with important lessons for young children about who they are, about the nature of their emotions and why they feel the way they do; about good and bad behavior and who's culpable for misbehavior, and what happens when you misbehave.

We're beginning to see how children, appropriate from these conversations, develop an understanding of themselves, emotion, morality, and self-control. We're astonished at how powerful these early experiences can be, perhaps because they begin to occur at the same time that children are developing a sense of who they are.

Q: You were talking also about your second hat, using your research and knowledge to influence public policy. Just how important is that role?

A: I probably devote as much energy to considering the public policy implications of research in developmental psychology as I do to my own research. It's partly because I think it's very important for developmental scientists to speak in a clear and accurate manner to the public, and to policymakers, about the meaning of their research for social problems. As our knowledge of early childhood, and particularly our knowledge of the importance of close relationships to the children's psychological growth is expanding, this has implications for how we might be thinking about children's needs.

There are lots of problems in child and family policy that this research relates to. Family life for some young children is torn apart by parental divorce. For others, abuse or neglect leads to foster care placements. For some, grandparent visitation is a source of family conflict. And most young children are in some kind of out-of-home care. In each case, it's important to understand the significance of close relationships to young children and, viewed from the child's perspective, this may reorient how we think about family policy. With respect to divorce and custody, for example, I've been trying to advance the view in a recent book that adults retain important obligations to their children even after a marriage has split up, and I've been working with legal scholars to consider different ways of conceptualizing parental obligations after divorce. I've even been writing recently about early brain development because of the relational influences that are important.

Q: How do you decide when it is appropriate for you to become an advocate of a point of view?

A: I think my expertise ­ and that of any scientist ­ is describing clearly the research that is relevant to a particular issue or problem. Like most scientists I respect the limits of advocacy that scientists need to recognize. Scientists who seek to advise policymakers have to do so with recognition that although they may feel the research has important indications for where policy needs to go, policymaking is a pluralistic process. It is important to be respectful of that.

Q: But basing your views on research is different than a lot of policies or movements that aren't based on research. True?

A: A wise society uses the best knowledge available, especially when crafting policies affecting its most dependent members, but the policymaking process involves many, many influences besides that knowledge. I think also that any scientist who gets involved in public policy matters has to recognize how easy it is for one's own values to enter into one's efforts. It's therefore very important to be ready to defend what you present to a legislator or public policymaker in terms of the research evidence.

Q: What types of issues and ideas are you interested in researching in the future? Do you have a particular growing area of interest?

A: I began by studying parent-infant attachment, trying to understand the importance of a secure attachment for the psychological development of a 12-month-old baby. Later my research moved to older children because of a growing recognition that the trust, security and confidence a child develops in a caregiver is important not just in infancy but in early childhood also. My research will continue on these themes, and likely also will be encompassing older children.

For the immediate moment, my graduate students and I are exploring an aspect of early relationships that is not often studied: early conflict. What happens when a 3- or 4- year-old disagrees (as they do often enough) with what a parent is asking or expecting from them? We're beginning to think that instances of conflict, the clashing of wills, are also terribly important for a young child's understanding of self and other people, of standards and morality, and of emotions and emotional regulation. There's nothing that focuses a young child's attention on what another person is thinking or feeling than needing to resolve conflict with them.

Q: You have also been honored for your teaching, and some may find it incredible you have earned accolades for both teaching and research. What is your view on that?

A: I take satisfaction in this because I believe faculty can be great scholars and great teachers as well. I think it's possible to bring to the classroom the intellectual excitement that you derive from your research, and in this respect, teaching and research can be complementary.

Q: Is teaching earning more respect on this campus?

A: It is. Support for good teaching is part of the environment at this university, and it speaks well for UNL. Unfortunately, it's very hard to put together an ambitious research program and commit the time that good teaching requires, and it's therefore helpful that this university provides avenues for faculty to develop their strengths in whatever activities they excel in. Not everybody feels passionately about teaching, or about research. One of the pleasures of being at UNL is because it supports both teaching and research excellence.

Q: How can a person excel at both?

A: (long pause) Work hard and be very efficient (laughs).

Q: That's kind of a given, isn't it?

A: Some of the same intellectual skills are needed in good teaching and strong research. I try to carry the excitement of discovery from my lab to my classroom. I don't know if there are any secrets besides that. Striving to be a good teacher does not have to take all your time, nor does working to be a strong researcher. But in my case, I am captivated by my research and I love teaching and I love the classroom work that I do. For instance, at my request I teach an Introduction to Psychology class each fall that consists of two sections of 240 students apiece, primarily frosh and sophomores. For many of these students, it may be the first time they are really excited by learning. And if I can create the excitement in them that my instructors created for me as an undergraduate, that floats my boat.

Smith to Name Interim Chancellor

NU President L. Dennis Smith (shown at right) says it may take several weeks before an interim chancellor is named to succeed James Moeser, who announced April 14 that he will become chancellor of the University of North Carolina-Chapel Hill, effective Aug. 15.

Smith, in a news release, said a national search will be conducted for Moeser's successor and that it is likely an interim chancellor will be named. However, Smith said he does not anticipate naming an interim for several weeks.Moeser's last day at UNL will be July 15. He has been chancellor since 1996.

In an email sent to all faculty and staff, Moeser said of his decision, "It is not easy to leave Nebraska. We have an excellent team at UNL. This university has made enormous progress over the past decade, and I am confident that the momemtum will continue. On a personal level, it will be painful to sever meaningful and supportive working relationships with so many people. The university does not depend on any single individual, but rather a whole chorus blending together. I shall watch with pride and satisfaction as the university continues to achieve ever higher goals.

"Susan and I have been tremendously gratified by the many expressions of support that we have received in the last few weeks from the people of Nebraska. That friendship and support has been manifest from the day we arrived in February, 1996. The people of this state love their university, and they have embraced us with the same love. We will carry the memories of that strong bond with us, forever thankful for the opportunity to have served this great state and university.

"We are, of course, excited about the future, but we shall carry with us an unending appreciation of Nebraska, its people, and its university."

Smith said Moeser's leadership has left UNL a "stronger institution."

"His efforts to strengthen undergraduate education, to build excellence in selected areas of research, to achieve efficiencies in business practices and to channel those savings into programs of promise, as well as his efforts to create a caring and inclusive campus community, will leave a lasting impression. UNL is well-positioned to continue its momentum toward becoming one of the top public research universities in the country. It is not uncommon for other institutions to recruit proven talent from Nebraska. However, I am confident that we will again be able to attract a visionary leader who will build on the progress of Chancellor Moeser and those who preceded him."

Peter McGrath, president of the National Association of State Universities and Land-Grant Colleges, commented, "James Moeser's decision (to leave UNL) is a loss to the University of Nebraska. But his leadership in Nebraska these past years has been marked by dramatic gains in the strength and reputation of this vibrant university. And precisely because of the stronger position of this university, thanks to Chancellor Moeser, the University of Nebraska will attract another great leader to build on his and the faculty's accomplishments."

McGrath, a former dean and interim chancellor of the UNL campus from 1968 to 1972 attended the Capstone Celebration of 100 years of Graduate Education, Research and Creative Activity on the UNL campus April 13.

John Orr has developed a Web-based testing method used by more than 4,000 UNL students this semester.

Web Test/eGrade Proving Popular

Orr's On-line Tests Increase Learning Potential

By Kelly Bartling, Public Relations

Today's tech-savvy college students ought to have educational resources that match their escalating information-age skills.

Math professor John Orr also thinks the university should take advantage of students' affinity for technology to help them increase their learning with more practice and skill-building exercises.

Orr, an associate professor and vice chair of the department of mathematics and statistics, has created a Web-based application that does that, and more than 4,000 UNL students are benefiting.

Through the creation of software that lets students take quizzes and practice tests, check their homework and take exams on-line, Orr has bridged a physical and intellectual gap between students and their coursework.

In as many as 30 different courses, students this semester are using Orr's Web Tests system to study and to take tests in classes like calculus, political science, psychology, history, chemistry, biology, and astronomy. Connecting from their dorm rooms, computer labs or campus testing sites, students use the Web Tests to augment their reading, see how their skills measure up, or try and retry sample questions.

Orr began developing the software in 1996 to give students in calculus more practice in basic skills outside of class.

"The project started in math with the feeling that we wanted to be sure all our students had certain basic skills in calculus," Orr said. "In recent years there's been a movement in math education to put bigger emphasis on applications, and on interpretations of calculus in real-world examples. That's something that's very valuable, but it's demanding of classroom time, and we didn't want to find that by emphasizing more real-world applications we were losing out on practice doing mathematical calculations. So we developed this as a way to get people to practice on routine computational problems over the Web, while protecting the human interaction in the classroom for more advanced problems."

Orr developed the software and a group of calculus instructors wrote questions for the first Web Test.

By using an on-line testing tool, Orr said his students are in effect tutored by the program outside of their class. Being able to practice the material and get immediate feedback on their knowledge benefits them as it reinforces important skills before moving ahead to new chapters, more difficult problems, or on to a graded test.

A student in a class incorporating Web Tests can work through his or her assignments by visiting a Website and entering their name and password, and selecting the appropriate material. The student will answer questions that mix multiple choice, fill-in-the-blank, and matching, or that ask for a number or mathematical formula. Some quizzes can give hints or a complete solution to the problem with an explanation, then let the student try again numerous times, allowing them to master the material. Students can go on to subsequent chapters or decide to take a graded test on the material, which is most often done in a proctored lab.

Some students breeze through practice tests and quizzes, but others find that the process of trying and re-trying different versions is what enables them to eventually succeed. "This learning strategy ­ called Mastery Learning ­ is one of the most effective ways of helping people learn," Orr said. "But without computer grading and the Internet we wouldn't have the resources to do this in large enrollment freshman classes."

The Web Tests have emerged in other areas outside of math as Orr lent his software for application to other instructors. By using the basic program, professors can tailor the Web Test program to meet their needs. Most users, Orr said, are instructors of first-year classes in areas like science, history and psychology, which have a lot of text reading and facts and details to learn before students can move on. Instructors can craft their Web Test assignments to monitor students' progress and as a cue on what to cover more fully in lecture.

It also gives students more control because they can time real-life quizzes and study guides around their study schedule, take tests when they are ready, and know immediately how effective their reading and practice work is.

Dan Bernstein, a user of Web Tests in psychology, said the mastery-feedback learning method has been proven as the most effective. He said his students enjoy the immediate response of the system, which he uses to test knowledge of text reading and terms, and he appreciates knowing before he delivers a lecture which topics students need to hear. He checks progress on Web Tests before going to lecture.

"There's been a dramatic improvement in lecture and classroom activity," he said. "Before where students may have been unwilling to participate because they were not confident they understood (class topics)... Now they know they do.

Because most students are quite Web-savvy, and will become increasingly so, the program capitalizes on and builds these skills.

Most educators realize the future of higher education is emerging as one that is increasingly high-tech, distance- and technology-based, and that student convenience and the continuing explosion of technology are real issues today.

The Web Tests system runs from a server in Orr's office, and his software is adaptable to individual instructors' needs. Right now, as many as 100 sections of 30 different courses are using the Web Tests.

The Web Tests software and math exams are being marketed under the name eGrade on CDs as a teaching tool to other schools across the nation. And over the last semester, the UNL servers had 5.5 million "hits," (a single Web page or picture sent over the Internet ) giving as many as 2,000 tests a day.

"This is one piece of an important puzzle," Orr said about the tool, which he sees as changing, evolving and growing to greater prominence.

Math chair Jim Lewis said Orr and UNL should be commended for being "ahead of the curve" on an emerging technology that will certainly have increased usage as distance learning and technology-based coursework continues to grow.

"We've been able to use this technology for the last four years instead of being in the position right now of having to go out and buy software to meet these needs," he said.

Support for the development of Web Tests has come from the College of Arts and Sciences and from a University of Nebraska Foundation grant, which funded a new computer lab in Burnett Hall.

Orr has invited instructors across campus to consider how the program may work for them, and organized a workshop last summer for math and science instructors. The software is easy to tailor to a particular subject, and once completed, it offers instructors a tool that's easy to use and enables them to make more efficient use of their time.

"This has a real potential to increase student learning without a large increase in instructor time," Lewis said.

Bernstein, though, said while the program is easily adaptable, it is "labor-intensive."

"No one should underestimate the amount of time it takes" to prepare and monitor tests and tutorials, Bernstein said. Nevertheless, he said he will add the component to every class he teaches.

Web Tests Help Hone Skills with Drills

By Kelly Bartling, Public Relations

When computer science major April Eisenhauer gets ready to study her calculus, she turns on her computer.

She logs on to her math 107H Web Test site, and begins going through the drills.

She calculates problem after problem, again and again. And not just for practice, she looks at her computer screen like a study buddy.

"It gives me a chance to practice the equations repetitively so I can drill it into my head a little bit on how it's supposed to work," the freshman from Sterling said.

She appreciates the extra practice.

"At first I'd get a whole lot wrong and I would take the tests many times... I know I really benefited from the repetitiveness of the drills and going through the different problems."

Eisenhauer looks at the Web Test program as an important tool in her hoped-for success in the difficult honors calculus class.

One of as many as 4,000 UNL students who use Web Tests for study guides, to take quizzes, complete their homework or file answers to exams, Eisenhauer said she thinks students appreciate the extra practice, and see their computer as somewhat of a tutor.

Students also appreciate knowing that different sections of a course using the Web Tests are going to have equity ­ meaning less concern over the difficulty of one instructor's tests over another's, math chair Jim Lewis said.

"Students accept the idea that this is the same across the board. They're not worried about consistency across sections," Lewis said. "This testing program is more impartial."

Lewis said class grades before and after the implementation of Web Tests have not been analyzed, but anecdotally, he feels students are performing better with Web Tests.

"It's my sense that yes, students are able to take derivatives and find integrals more effectively after using the practice tests than, say, five years ago. Looking at what's happening, I'd say that average students are getting along about the same, but drops went down, and students who excel continue to do very well."

"I think using the computers... which most students enjoy... keeps them better engaged."

Psychology instructor Cal Garbin analyzed study successes of groups using Web-based exercises with immediate feedback, paper exercises with feedback the next day, and paper exercises with immediate feedback. He found students scored about 10 percent better with Web-based, immediate-feedback exercises than paper immediate feedback exercises, and about 20 percent better than delayed feedback.

Lewis said course evaluations in courses using Web Tests have often been higher than they were prior to introducing Web Tests, and Dan Bernstein, a Web Tests user as a psychology instructor, said students like the immediate feedback and appreciate the guidance on where they need more effort.

Students also have more control over their learning, and perhaps their outcomes.

"In courses that use the Web Tests system to give exams, students typically are permitted to retake an exam until they pass at a specified level or until they obtain a score they are satisfied with," Lewis said.