Syllabus for IST 590: COLLOQUIUM
(Professional-seminar version)

Fall 2004/Spring 2005

Spring (section 1): Monday 400 to 500 PM, 113 IST and/or 205 IST

1 credits

Instructor Frank Ritter
University Park
School of IST

Office hours:    M 2-3, Thu 1015-1115 pm, and by appointment

updated 8 Sep 07


Please note, this is a live document. Changes announced in class and on the list server will be incorporated from time to time. Announcements in class and their mirror here are the definitive version.


Nominally, this course is one of a "Continuing seminars that consist of a series of individual lectures by faculty, students, or outside speakers." This year the emphasis will be on developing graduate students more directly by focusing on developemental discussions about research topics with some guest speakers.

We will explore these topics through in-class presentations, discussions, readings (from both text and on-line sources), and exercises (done in groups assigned the first week).  



The IST 590 Web Site. This course has an active web page that contains the syllabus, assignments, links to useful sites, and other valuable material (such as how to correctly prepare assignments, citations templates, and other academic and recreational information). We will post late-breaking information and updates to the web page. This page can currently be found at, and later will be available through links from the IST home page via course listings.

Required Texts (available at the PSU Bookstore)

I encourage your group to purchase one copy of each of these three books between your pairs (assigned in week 2). Copies should be available in the bookstore, and used copies are available online.

The compleat academic: A career guide, Second Edition. Edited by John M. Darley, Mark P. Zanna, and Henry L. Roediger, III. ISBN: 1-59147-035-8.

Reis, R. M. (1997). Tomorrow's professor. New York, NY: IEEE Press.
also see:

Ramon y Cajal , reprinted 1999, Advice for a Young Investigator. Cambridge, MA: MIT Press.

Required readings (handed out in class)

See syllabus below.

Optional Texts and Interesting Resources

Publication Manual of the APA (available at the PSU Bookstore) as a guide to referencing, citing, and the formatting of papers and manuscripts in general. Each pair should have access to a copy.

The elements of style

Example books to consider reviewing

Review of ICCM and Cognitive Science Conferences and their proceedings

Books on how to be a grad student

A set of books on military psychology available from Ritter

Models of language acquisition (Broeder & Murre)

Psychophysiological recording (Stern, Ray, & Quigley)


You earn your grade but it will be assigned by the instructor. The criteria for each assignment will be discussed in detail, as will the grading scheme. Each written assignment will be evaluated on how well it addresses the questions posed, the clarity of thinking, the organization and presentation of the material, the quality of writing, and its timeliness. 

Your grade will be based on 100 possible points. You earn points with each assignment (see below). As a maximum scale (i.e., cutoffs may be lowered): A: 100-74, A-: 73-70, B+ 69- 67, B: 66- 64, B-: 63- 60, C+: 59- 57, C: 56- 50, D: 49- 40, F: 39- 0.  (The cutoffs for each grade is the lower number, without rounding.)

Your learning will be assessed in several ways. Please consult the schedule to see when papers/ assignments are due and exams scheduled. You will receive more written instructions for each assignment well in advance of the due date. Here is a brief summary of each:



Due Date



Typically Mondays, as below




IST 590 CLASS SCHEDULE (subject to revision)

Semester II



In Class




Introduction, what we do, what you do (in pairs), course overview, what do you want (room)?

Grant program announcement, RFI




Overview of the Grant process as an analogue for all research

team description



TP5-res as gs/pd

Jansen, example research talk

Grant RFP annnounced




Workshop on proposal writing: Review and needs - Hall



TP-12-res insight


Lessons from RFPs: 3 min. talks per team

2 potential sponsors + 2 potential RFI or RFPs

4 copies of CVs for each team member



Van Luenen on CVs

UNC on CVs

CA1-big leagues(cv)

CA2-post choosing



Discussion of CVs

marked up CVs




Software Faire: Research presentations on software capabilities

1 para abstract + URL on favorite software



TP-12-res insight

snow day?

Newell-question period




Spring Break




Guest speaker on writing

Interacting with the sponsor, improving your communication skills, giving talks as pre and post-cursor to sponsorship



Discussion of the grant process, and writing with respect to grants and other applications

Bring paras on job talk



CA1-big leagues

Discussion about comprehensive exams (Dean Thomas, confirmed)

some advice for taking the comprehensive exam

Further comments

Example exams written by students in this class

Bring an exam, either made up or from another university



slack/guest presentation

Grant proposals due, 6 copies

Grant RFP revised



Roundtable discussion of reviews

reviews of proposals due back



Attending conferences (see notes below on posters)

Proposal awarded



Review of semester

On teaching





In Class





Introduction, what we do, what you do (in pairs), course overview, what do you want?

Turn in survey sheet




Drawing on board of process,

pair creation



trade emails with partner

Something from net or library on being a grad student

How to be a grad student
Agre's comments

5 possible book titles, on one sheet per pair



book review found per pair, from:

American Scientist
APA review of books
AISB Newsletter
Psychological Science
or other source

handout on writing by Sternberg

Book review guideline from an IEEE journal

Discussion of found book reviews, journal articles, workshops, and other types of publications

talk about sternberg

handout "On marking up papers"



Guest on writing and grants and professional organizations

Book and audience chosen (1 page)



Invited speaker

Dr. Gilberto Câmara

Abstract of book review X 4 copies



Read course books

Space for guest speaker

Advanced graduate student presentation

Reviews of course books



Read APA book or resource on web


Readings of book review abstracts

Discussion of marking up

APA manual of style,

Copyediting, Endnote, Tex

comments on abstracts



mark up abstracts

Newell on science (part 1)

Book review x 4




Newell (end)




Dean's visit [tbc week prior, 4-430, (Buchanon talk 430-530]

comments on book reviews





Grant, 1962

Extreem Hypotheses and

Alternative hypotheses

Discussion of commments



Review of semester

Giving talks

book review revised, 3 copies



The book reviews published from 2005 in TU/Chemnitz, Germany include:

Anke Mogilka and Diana Roesler (2007). Review of "A cognitive approach to situation awareness: Theory and application", edited by Simon Banbury and Sebastien Tremblay. Ergonomics, 50(9). 1518-1520.

Jahn, G., & Henning, M. (2007). Two new textbooks on applied cognitive psychology. Applied Cognitive Psychology. 21: 551-556.

The book reviews published from 2004-2005 include:

  1. Cole, R., & Xiao, L. (2005). Review of Human memory: An introduction to research, data, and theory (2 ed.), by Neath and Surprenant. SigCHI Bulletin, May 6, 2005. 37(2). [local copy]
  2. Farooq, U. and Pogrebnyakov, N. 2003. "Time Matters in Groupware. Book Review of Temporal Matters in Social Psychology: Examining the Role of Time in the Lives of Groups and Individuals." ACM SIGGROUP Bulletin, Volume 24, Issue 3, pp. 137-138. [there is a story about the year, but too long to include here]
  3. Joshua B. Gross and Scott M. Robertson. 2005. Mixing Methods in Psychology: The Integration of Qualitative and Quantitative Methods in Theory and Practice. SigCHI Bulletin. March.
  4. Edgar A. Maldonado, Joseph A. Zupko (2005). Book Review: interactive storytelling. Computers in Entertainment (CIE), 3(1). 8.
  5. Shizhuo Zhu and Bo Luo. Review of: Adaptive Information: Improving Business through Semantic Interoperability, Grid Computing, and Enterprise Integration. Information Processing & Management 41(5), September 2005, 1301-1303.
  6. John M. Daughtry III and Thomas George Kannampallil, Refactoring to Patterns, Journal of Object Technology, 4(4). 193-196.

The book reviews published from 2002-2003 include:

  1. Isaac Council and Yiling Chen, (2003), An introduction to support vector machines: A review, AI Magazine, 24(2) 105-106.
  2. Yin Yang and Rui Wang, (in press).
  3. Wang, H., & Zhang, Y. (2003). Book review: Shaping Web Usability: Interaction Design in Context. Information Processing and Management, 39(4): 665-666.
  4. Jody M. Heckman and Edward J. Glantz Web content management: a collaborative approach. By Nakano, Russell (2002). Web Content Management: A collaborative Approach, First Edition, Boston: Addison Wesley Professional [ISBN: 0-201-65782-1, 222 Pages, Paperback, Price: $39.99]. Information Processing & Management, Volume 39, Issue 4, July 2003, 667-668.
  5. Roeckel, M. (2003) Book Review: Time Warps, String Edits, and Macromolecules: The Theory and Practice of Sequence Comparison by David Sankoff and Joseph Kruskal, Eds. AI and Simulation of Behaviour Quarterly, 113, p 9.
  6. Morgan, Allison, and Chen, Cong, Review of Integrety, internal control and security in information processing systems: Connnecting governance and technology. Journal of the American Society for Information Science and Technology, 54(10):976-977.

Example places to place reviews include:

Computing reviews


American Scientist

Ergonomics in Design



On writing book reviews (these all courtesy of Jim Jansen)

General resources

Gene Spafford's page on this topic

Graduate Studies, Research and Careers in Computer Science 
Dr. Vasant Honavar, Department of Computer Science, Iowa State University
--Graduate Study in Computer Science
--Writing, Publication, and Presentation
--Women in Computer Science
--Careers in Computer Science
--Life After Graduate School (for those going into Academia)

Lord of the Rings as allegory for PhD

How to Succeed in Graduate School

Marie desJardins,

--Most frequently cited article in 590

--Special link from the page for people interested in AI

also at ,
and at

Graduate School Survival Guide from Stanford

Advice on pursuing a career as a professor in the sciences:

Paperback (recommended by Dr. Kvasny)

Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis by Joan Bolker

General advice and pointers to other series, at the Chronicle of Higher Ed's section on career advice

Preparing for a career in human factors/ergonomics: A resource guide, by the Human Factors and Ergonomics Society


Notes from Ed Glantz on how to print posters

PSU's ITS Plotting Site (lots of info on plotting to Willard 2, 
but requires an account to upload your PS or PRN format file)
PSU's Architectural Engineering Copy Center
Go here for either plotting or laminating.  Not account needed - they 
take cash.  Plots run about $36, but are supposed to be higher quality.  
They tell me you can bring the file in any format (like PPT, for example). 
  Laminating adds about $10 to a 48" long  poster
PSU's Graduate Exhibition
- This exhibition allows for a portrait-oriented poster 3.75 feet WIDE by 4 feet HIGH
- Grad Exhibitors are given free plotting training (just mechanics, not technique) and a plotting account (each plot would have cost $25)
PSU's Population Research Institute Library has compiled a comprehensive list of general poster design information
Great example of a poster - hard to compete with astronomers who have access to such great images :-)
I never got this to work right, but site contains many PS poster images
One more poster example (vehicle-oriented as in IST 521)

Note to students with disabilities

It is Penn State's policy to not discriminate against qualified students with documented disabilities in its educational programs. If you have a disability-related need for modifications in your testing situation, your instructor should be notified during the first week of classes so that your needs can be accommodated. You will be asked to present documentation from the Office of Disability Services (located in 105 Boucke Building) that describes the nature of your disability and the recommended remedy. You may refer to the Nondiscrimination Policy in the Student Guide to University Policies and Rules 1999.

As each student is an individual with specific needs, academic accommodations are provided on an individual basis based on the student's documentation. A reasonable accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that provides the qualified individual with a disability to have an equal opportunity. An equal opportunity provides the means to attain the same level of performance or to enjoy benefits that are available to students without disabilities. For more information about services for individuals with learning disabilities, please contact the Office for Disability Services at (814) 863-1807.

Americans with Disabilities Act: IST welcomes persons with disabilities to all of its classes, programs, and events. If you need accommodations, or have questions about access to buildings where ISTactivities are held, please contact us in advance of your participation or visit. If you need assistance during a class, program, or event, please contact the member of our staff or faculty in charge.

An Invitation to Students with Learning Disabilities: It is Penn State's policy to not discriminate against qualified students with documented disabilities in its educational programs. If you have a disability-related need for modifications in your testing or learning situation, your instructor should be notified during the first week of classes so that your needs can be accommodated. You will be asked to present documentation from the Office of Disability Services (located in 116 Boucke Building, 863-1807) that describes the nature of your disability and the recommended remedy. You may refer to the Nondiscrimination Policy in the Student Guide to University Policies and Rules.

Affirmative Action & Sexual Harassment: The Pennsylvania State University is committed to a policy that all persons shall have equal access to programs, facilities, admission, and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by Commonwealth or Federal authorities. Penn State does not discriminate against any person because of age, ancestry, color, disability or handicap, national origin, race, religious creed, gender, sexual orientation, or veteran status. Direct all inquiries to the Affirmative Action Office, 211 Willard Building.


Academic Integrity: According to the Penn State Principles and University Code of Conduct:

Academic integrity is a basic guiding principle for all academic activity at Penn State University, allowing the pursuit of scholarly activity in an open, honest, and responsible manner. In according with the University's Code of Conduct, you must not engage in or tolerate academic dishonesty. This includes, but is not limited to cheating, plagiarism, fabrication of information or citations, facilitating acts of academic dishonesty by others, unauthorized possession of examinations, submitting work of another person, or work previously used without informing the instructor, or tampering with the academic work of other students.

Any violation of academic integrity will be investigated, and where warranted, punitive action will be taken. For every incident when a penalty of any kind is assessed, a report must be filed This form is used for both undergraduate and graduate courses. This report must be signed by both the instructor and the student, and then submitted to the Senior Associate Dean.

In this course, academic integrity needs two explanations. The first is that you are expected to contribute to your group. This means making time in your schedule for the group's meetings, being in touch via email, and preparing for those meetings. The second explanation is that your group's writeups are to be done only by your group. This means that while you can discuss the problems with others, and we agree that this is a good thing, the writing up needs to be solely by your group. If you have a question as to whether or not two writeups are too similar, then use the following standard:

If a pair of writeups are sufficiently similar that you can tell by reading them that the two groups worked together, then they are too similar.

By all means, talk to your colleagues, get help if necessary, but prove to us that, in the end, you understand what you are doing, and you can and must express it in your own words. If you and your group don't understand the material well enough to write it up on your own, and you need to copy, then four things are lost: Your integrity, useful feedback to us on how you are doing, your ability to perform well on the exam, and ultimately, your knowledge.