Wikipedia:Education noticeboard/Archive 16

Students editing pages subject to Discretionary Sanctions
This fall, I count at least four students in class projects who are editing pages about GMOs, a topic area that was the subject of an ArbCom case last year, and a very complex RfC subject to Arbitration Enforcement earlier this year. See Wiki Ed/Temple University/Eating Cultures (Fall 2016) and Wiki Ed/UCSD/Introduction to Policy Analysis (Fall). There are so many ways that student editors can inadvertently stumble into doing something that could get them blocked, when there are DS involved. I'd suggest making greater efforts to communicate to instructors that this is a very bad idea. --Tryptofish (talk) 20:39, 31 October 2016 (UTC)

A possible "undeclared" project
A number of drafts recently processed at AFC appear to be quite closely related - all about engineering problems involving heat. The writing style seems similar, they have basically the same "written like a college essay" structure and all the authors have South Asian names: There may be others that I am unaware of. These drafts all demonstrate similar problems and if they are the products of a class project, the class could clearly do with some structured guidance. Roger (Dodger67) (talk) 18:33, 13 November 2016 (UTC)
 * Draft:Heat transfer enhancement in a shell and tube heat exchanger using ladder type fold baffles
 * Draft:Variation of different parameter for inclied heated tube/rod in a duct
 * Draft:Analysis of smoke flow through honeycomb
 * Draft:Heat transfer enhancement by flexible complex seal

Request for course instructor right: Energochine (talk) (course page draft)
Energochine
 * Name

American University of Armenia
 * Institution

The course is called Introduction to Energy Sources and is a lower division undergraduate general education course. Students become familiar with different sources of energy, how they are converted to electricity, their abundance and impact. As a course project, students are divided into groups to create or contribute to one article on Wikipedia related to the energy field in Armenia. They will mainly be working in sandboxes and the content will be added to the main space only after approval. The goal is to make the results of their research available for the entire community to benefit from.
 * Course title and description

28
 * Number of students

September to December 2016, the course assignment page will be needed from November to December 2016.
 * Start and end dates

--Energochine (talk) 18:14, 20 November 2016 (UTC)

Wiki Ed Monthly Report for October 2016
Hi everyone. For those interested, Wiki Ed's Monthly Report for October 2016 is now available on Commons as a PDF, on Meta, or on our blog. Let me know if you have questions. --Ryan (Wiki Ed) (talk) 16:51, 23 November 2016 (UTC)

Chongkian
User:ClueBot III/ArchiveNow

Chongkian (talk) 08:59, 26 May 2016 (UTC)
 * 1) Why do you want to be a Wikipedia Ambassador?
 * I wish to contribute more of the free knowledge spreading outside the web, and also to make more and more people (especially in the education sector) to be more aware of the existence of Wikipedia and its useful offline purposes.
 * 1) In three sentences or less, summarize your involvement with Wikimedia projects.
 * I've been editing Wikimedia since 2009. I've written more than 1,400 articles & made more than 48,000 edits in Wikipedia, uploaded more than 800 photos (from 12 countries/regions) to Wikimedia Commons, arranged 3 Wikipedia Meetups (1 in Singapore and 2 in Malaysia).
 * 1) Please indicate a few articles to which you have made significant content contributions. (e.g. DYK, GA, FA, major revisions/expansions/copyedits).
 * Islam in Taiwan, Agriculture in Taiwan, 2014 Kaohsiung gas explosions, Electricity sector in Taiwan, Electricity sector in Macau, Wang Yu-chi, Wang Jin-pyng, New Taipei City, Kinmen, Matsu Islands, Jiang Yi-huah, 2014 Wang–Zhang meetings, Taiwanese local elections, 2014, Islam in Hong Kong, 2014 in Taiwan, 2015 in Taiwan, Malacca, List of power stations in Taiwan, Taipei Grand Mosque, Eric Chu, Hung Hsiu-chu
 * 1) How have you been involved with welcoming and helping new users on Wikipedia?
 * Particularly no, because I've never encounter anyone declaring themselves as new comers. Of course I keep doing improvement to any existing articles in the case of wrong format/style of writing.
 * 1) What do you see as the most important ways we could welcome newcomers or help new users become active contributors?
 * A set of guideline for editing/creating/uploading contents to Wikipedia, general overview information on other projects within Wikimedia Foundation (Wikimedia Commons, Wikiquote, Wikivoyage, Wiktionary etc), maybe a list of users for them to communicate in the case of misunderstanding or unknowing how to contribute properly.
 * 1) Have you had major conflicts with other editors? Blocks or bans? Involvement in arbitration? Feel free to offer context, if necessary.
 * Quite often. In the case of continuing conflicts, it's better to stay away first (instead of being involved in edit war). Then what I did was to bring the matter into the talk/discussion page of that article, and sometimes involve 2 or 3 other users (in which we know each other already). When there are two parties involved in a dispute, it's better to bring both of them together into a discussion board to find a common consensus. If dispute persisted, then I shall refer to any existing guideline.
 * 1) How often do you edit Wikipedia and check in on ongoing discussions?  Will you be available regularly for at least two hours per week, in your role as a mentor?
 * At least around 3-4 hours per day and almost everyday. Ongoing discussion it depends on the number of contributors, but in average at least every 2 or 3 days. I'm more than happy to spend more than two hours per week as a mentor.
 * 1) How would you make sure your students were not violating copyright laws?
 * Have a proper mentoring first at the beginning prior to their first time editing, followed by monitor them from time to time for any new development they have made (including making comments, corrections, improvements), and of course lastly is to emphasize to them what copyright laws violation is and to keep monitoring on that.
 * 1) If one of your students had an issue with copyright violation how would you resolve it?
 * Check the basic writing style, probably he/she forgets to include the reference. If there is a further dispute, then I'll bring it to the discussion board related to any copyright violation/dispute to ask for suggestions/help.
 * 1) In your _own_ words describe what copyright violation is.
 * When someone doesn't give due full credit to the writer of the original research/article written.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * The important thing to do is to make Wikipedia contribution as part of our daily life activity (to have a continuous and sustainable support from the volunteers), not just active during university time, but "retired" after university graduation. Maintaining that spirit and momentum of keep sharing knowledge to everyone everyday is the most important part. Keep spreading the Wikipedia words and noble cause, as well as keep recruiting new/young editors to continue the work.

Endorsements
(Two endorsements are needed for online ambassador approval.)
 * Although not much newcomer welcoming, Chongkian seems like a friendly editor who can easily deal with newcomers and steer them in the right direction, so an endorsement from me. My request is below, just in case you didn't know .  Wiki  Pancake  ✉ 📖 14:05, 18 October 2016 (UTC)

Music1201
User:ClueBot III/ArchiveNow

&mdash; Music1201  talk  04:59, 13 July 2016 (UTC)
 * 1) Why do you want to be a Wikipedia Ambassador?
 * Simply to help newcomers and encourage them to contribute. The number of new editors (or at least active ones) is exponentially decreasing.
 * 1) In three sentences or less, summarize your involvement with Wikimedia projects.
 * I've currently edited on a total of 13 Wikimedia projects. I consistently assist new editors with questions and concerns as a member of the Wikimedia OTRS team. Here on English Wikipedia, I contribute to articles, templates, and also the internal working of Wikipedia.
 * 1) Please indicate a few articles to which you have made significant content contributions. (e.g. DYK, GA, FA, major revisions/expansions/copyedits).
 * Because I focus a lot of my time on the internal working of Wikipedia, I copyedit many articles in which I only have 1 edit on, and have edited more than 3,000 unique pages, so there is not a lone article or set articles in which I have made significant content contributions.
 * 1) How have you been involved with welcoming and helping new users on Wikipedia?
 * I am part of the welcoming committee on Wikipedia, and again, I help out new users via the OTRS system. I also am a trainer at the counter vandalism unit academy, where I am currently training 4 users.
 * 1) What do you see as the most important ways we could welcome newcomers or help new users become active contributors?
 * By showing users how easy it is to edit, and that anyone can do it. I am very surprised that with the introduction of VisualEditor, new users aren't coming to the site.
 * 1) Have you had major conflicts with other editors? Blocks or bans? Involvement in arbitration? Feel free to offer context, if necessary.
 * No.
 * 1) How often do you edit Wikipedia and check in on ongoing discussions?  Will you be available regularly for at least two hours per week, in your role as a mentor?
 * I make up to several hundred edits daily, and spend countless hours weekly contributing.
 * 1) How would you make sure your students were not violating copyright laws?
 * I use the copyvios detector tool on WMF tool labs to scan for copyrighted material.
 * 1) If one of your students had an issue with copyright violation how would you resolve it?
 * I would point to and explain relevant copyright policies and guidelines to the users.
 * 1) In your _own_ words describe what copyright violation is.
 * The unauthorized use of content or images under which copyright laws protect the material.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I was originally opposed to applying for online ambassador, because I didn't see many courses. Although I now see numerous active courses.

Endorsements
(Two endorsements are needed for online ambassador approval.)

Unregistered class from LSU?
While checking recent de-userfications, I noticed a larger than usual influx of such pages on 29 November. It appears that a class has been mass-moving its sandboxes to mainspace, e.g. Chemistry of Wetland Dredging and other articles related to chemistry vs environment. From the note at the end of that page and related user pages, I concluded that we are dealing with a chemistry (4150) course at Louisiana State University, yet it does not seem to have its own subproject here at wiki-ed. Though you people here should know. --HyperGaruda (talk) 19:02, 29 November 2016 (UTC)
 * Thanks for notifying here. It looks like this might be one of the classes we were pretty sure went forward but didn't register with Wiki Ed. This is definitely helpful for us to see they are participating. We'll follow up. Jami (Wiki Ed) (talk) 19:18, 29 November 2016 (UTC)
 * Here are some additional articles that are probably involved. ChemNerd (talk) 20:44, 29 November 2016 (UTC)
 * Effects of cobalt from lithium ion batteries
 * Environmental Concerns of Headphone Disposal
 * Environmental effect of curl activator
 * Nitrate concentrations in the Mississippi River Basin
 * Secretion of Creosote Preservative into Aquatic Ecosystem
 * The environments future
 * Improper disposal of latex balloons and its environmental effects
 * Environmental Issues In New York
 * I've been in touch with the professor, and we're trying to affiliate the course with us. Thanks again for bringing this to our attention. Helaine (Wiki Ed) (talk) 23:31, 30 November 2016 (UTC)
 * No problemo :) --HyperGaruda (talk) 04:50, 1 December 2016 (UTC)

Unrecognized class and SPI
Hello! Quick heads up that there looks to be a non-WikiEd class of about 15 people editing – please see Sockpuppet investigations/2620 YC (where CU confirmed the accounts were editing from from a university); I don't know if Wiki Ed wants to try to get in contact or something. Thanks! Kevin ( aka L235 ·&#32; t ·&#32; c) 02:06, 3 December 2016 (UTC)

Campus Ambassador application: adityavagarwal
Adityavagarwal (talk) 14:26, 3 December 2016 (UTC)
 * 1) Why do you want to be a Wikipedia Ambassador?
 * Helping in improving the sources of information, which Wikiedia rightly exemplifies, is like a social helping.So, in order to make others help Wikipedia and people who use it, I would be happy becoming an ambassador of Wikipedia.
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * In Jaipur, and planning to work with Jaipur National University.
 * 1) What is your academic and/or professional background?
 * B.Tech in computer science, and also contributed to other open source projects like Mozilla Firefox,etc.
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * Recently started contributing to Wikipedia, made few edits, earned few badges of Wikipedia tour, made few draft articles and also talked a bit in TeaHouse.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I would be happy to conduct Wikipedia projects, enchanting people to contribute to Wikipedia and thereby also contributing to an educational source which many people use, in order to improve Wikipedia.Also, I would also try to improve the knowledge of people, as by editing and making new articles,etc. people may gain more knowledge.There is currently no Wikipedia branch in the institution either.


 * Discussion

Comment Not yet, due to insufficient experience on WP. The applicant is a new editor who is still learning the basics. Roger (Dodger67) (talk) 16:59, 6 December 2016 (UTC)

How to become involved in this project
I have been monitoring (and cleaning up) a rather large number of educational assignments recently, and through the course of a somewhat-related AFC discussion I realized that it might be beneficial for me to become involved with the Wikipedia Education section, if only to help new professors (such as this one) fully explain what is good (and bad) when it comes to student assignments. Should I be applying as an Ambassador, or is there a more appropriate way to become involved? I don't want to discourage the new editors by flagging all their pages for deletion (though some definitely need it), but I think this will only be accomplished by getting them to before they dive in over their heads. Cheers, Primefac (talk) 21:23, 6 December 2016 (UTC)
 * Hihi, thank you for all the work you've done cleaning up student assignments, I'm glad to see some editors going out of their way to help out students. The ambassador role has been somewhat discontinued/in a state of limbo per this discussion but do let me know if having the right would help you. I'm not entirely sure what it does anymore other than allow you access to the course extension backend here on the Wiki -- samtar talk or stalk 21:39, 6 December 2016 (UTC)
 * A quick ping to who is the guiding force for the continuation of the role --  samtar talk or stalk 21:42, 6 December 2016 (UTC)
 * Personally, I do outreach to a lot of schools, and I stay in touch with other people who do also. There is no on-wiki documentation for how to do this because the people who do this each do it in their own way, and because the software tools which people use vary a lot.
 * I am unable to recommend any particular on-wiki documentation, but if you like, I can offer an off-wiki phone or video chat to share whatever I know and talk you through what you might do. You can write me at Special:EmailUser/Bluerasberry unless that is a problem; I see you have no associated email with your account. Your user page mentions the University of Glasgow - I am currently supporting a class program there.
 * Also - for any class in the United States, you can get support through the Wiki Education Foundation people listed at Category:Wiki Education Foundation staff.  Blue Rasberry   (talk)  22:01, 6 December 2016 (UTC)

Consider voting for reform of education tool set before 12 December
There is a fair chance that the Wikimedia Foundation could prioritize the development of the software which allows tracking of programs, including classes. Currently and till 12 December votes are being accepted in the 2016 Community Wishlist Survey.

Relevant to this board is
 * Support Wikipedia Education Program courses on Programs & Events Dashboard

If this were passed, then my personal opinion is that a little effort in that almost-ready-to-go tool set would relieve almost every problem with class and event tracking. I have been a big fan of the meta:Programs & Events Dashboard. I personally use it, and I would like it better adapted for all kinds of classroom use.

The survey rules say, "A reasonable amount of canvassing is acceptable. You've got an opportunity to sell your idea to as many people as you can reach. Feel free to reach out to other people in your project, WikiProject or user group." I am sharing this here because I think it is relevant. The entire list is interesting, and I would recommend browsing it to anyone interested in seeing a list of big technical problems in wiki. This education interface is one of my favorite proposals.  Blue Rasberry  (talk)  22:06, 7 December 2016 (UTC)
 * The link to meta doesn't work. John Carter (talk) 22:09, 7 December 2016 (UTC)
 * Thanks, resolved.  Blue Rasberry   (talk)  22:13, 7 December 2016 (UTC)

Articles being created as class projects
Recently, I've come across a number discussions regarding drafts/articles being created by students for some type of class project. I'm all for Wikipedia being used by students to further their education and even Wikipedia being used as a learning tool, but after reading some discussions at places like User talk:Graeme Bartlett, User talk:Graeme Bartlett, WT:CHEMISTRY, WP:MCQ and User talk:SwisterTwister, I am wondering if it's a good idea for instructors to be grading students on their contributions to Wikipedia. Anything these students add/create can be basically undone with a single click at anytime so their so no guarantee that the version they are banking their grade on is actually going to be the version their instructor is going to actually see. Moreover, after looking at a few course pages and the contributions of the teachers in charge of the project, it looks like quite a few of these teachers are new editors themselves and therefore not very familiar editing Wikipedia's and its various policies and guidelines. So, it seems we've got some students being "instructed" to create Wikipedia articles which will impact their final course grade by teachers who have very little understanding about what Wikipedia is all about. I'm all for helping these students become productive editors who are here to help build Wikipedia, but some of the posts I've seen indicate that they might only be interested in getting a good grade. If that's really the purpose of these "class projects" and really the only thing that most of these instructors and students are interested in, then maybe they should be encouraged to keep their work in the userspace as a WP:USD or maybe a new namespace could be created specifically for school projects. Doing such a thing might not solve all of the problems involving WP:COPYVIO (images and text), WP:PLAGIARISM and WP:CWW, etc., but the students might have a little more leeway to work on their projects outside of the article namespace. Has this type of thing been previously discussed? Was anything resolved if it was? -- Marchjuly (talk) 04:46, 9 December 2016 (UTC)
 * "Assignments should use course page within Wikipedia's administrative namespaces not the Main article namespace ......" Course pages. They may be moved or deleted if needed be.--Moxy (talk) 06:53, 9 December 2016 (UTC)
 * Another option is to use a private wikifarm like the one I set up at Miraheze. This way, only the best efforts make their way onto a Wikimedia project.  Also, students can clutter up their filespace with images and pdf files that might not be welcome on commons. This private wiki makes it easier for me to assign grades, and allows me to structure the course along traditional lines in which students cannot be constantly "peeking" at each other's work.--Guy vandegrift (talk) 07:33, 9 December 2016 (UTC)
 * Thanks for the responses and . Unfortunately, it seems that many of these students start out in the draft namespace or their user sandboxes and then move their work into the article namespace on their own or have someone do it for them. In one particular case (UV filters), this seemed to involve copying and pasting content from an existing article (UV filter) into a sandbox, rewriting/improving it a bit, and then moving back to the article space as a if it was a completely new article. Some of these things are being noticed by others, but there are probably many which go undetected. Moreover, the talk pages of some of these "articles" are being used as kind of forums by "project reviewers" (typically other students in the same class) to post comments/reviews of the work of the article's creator than addressed to the community as a whole. From some of the comments these students have posted, it's apparent they are not trying to be be disruptive; however, it is also apparent that many are just concerned with getting a good grade and might have been told by their real world teachers that "their" articles need to be added to the encyclopedia by a certain date for it to be graded. I guess it's not a huge deal in the overall scheme of things, but some of these students might not be aware of WP:OWN and end up pretty discouraged/angry when their work is deleted/edited/revised by others. Some of the articles being created are said to be well written and good contributions to the encyclopedia, but it also seems that many are not and probably should never get beyond draft status. -- Marchjuly (talk) 08:10, 9 December 2016 (UTC)

Some of the problems discussed at WT:CHEMISTRY relate to this course with instructor and content expert. I have been participating in the discussion at Talk:Issues of the Evolution v.s. Creation Debate about an assignment where the premise raises obvious (to an experienced Wikipedian) WP:OR and WP:SYNTH issues, as well as being a WP:CONTENTFORK. Not surprisingly, the student involved has had a difficult time and I am disappointed with the treatment he has received, not because the policy-mandated outcome is unclear but because there is frustration about another course which has gone in unhelpful directions and content for the community to clear up. There were signs early on of problems to come, the aim of the course was described as: "Elements of Argument- students will learn art of Critical Thinking through argumentative styles such as Rogerian, Socratic, and Toulmin." Argumentation styles are not the basis for NPOV article development, especially in a case where the scientific consensus very much favours the evolutionary perspectives over the creationist. I am raising this here for two reasons. Firstly, it is worth trying to learn from what went wrong here, and certainly how this was not caught earlier. Secondly, in Gabriel Gonzalez, we have an unusual (in my experience) student editor who has persisted in polite discussion and can share with us the student's perspective. Gabriel may even stay contributing to Wikipedia. Perspectives from Ian and Natala are highly valuable too. I know things were worse before the Education Program, but to me this course offers a case study in what can still be improved. As I understand it, this was Natala's first Wikipedia-based teaching and so not knowing what is not known was a problem. Thoughts? EdChem (talk) 08:07, 9 December 2016 (UTC)


 * The talk about nonfree images on my talk page comes about from Education Program:University of Hong Kong/Regional Geology (Fall Semester 2016). This is a non Wiki-ed class, but the instructor has plenty of experience in organising this sort of thing and the students come up with writings that are almost all kept. Only one or two might be merged to broader topics.  It is positive in that the student is talking about their problem, and hopefully learning about copyright.  In fact they were seeking the image creators permission, but only got permission to use on Wikipedia, and no evidence thereof. You can be sure this is not the first time it happened.
 * The LSU environmental chemistry class has far more issues with their articles, and very few will be retained, due to them being original research and syntheses on topics related to disposal of various items. The UV filters guy does realize that he has to merge the content into UV filter.
 * Some classes definitely need to get the idea of what Wikipedia is, and what constitutes a suitable topic. Graeme Bartlett (talk) 12:00, 9 December 2016 (UTC)
 * To those replying above (too many to ping): I can certainly understand the frustration (see my "how to get involved" post above). I've moved/tagged/edited a large number of course pages recently. If the editors are OWNing a page, then either get it move protected (in their userspace) or AFD it. It certainly makes more work for us, but I found that contacting the course instructor on their talk page can be helpful (sometimes). Otherwise, letting NPR and other relevant WikiProjects to keep an eye on pages is a good way to go forward. Fortunately, I've seen so far that articles are either worth keeping or clearly not worth it. Primefac (talk) 12:47, 9 December 2016 (UTC)
 * - I was very clear to the student that the article shouldn't exist. But I can only advise. Ian (Wiki Ed) (talk) 15:00, 9 December 2016 (UTC)

Hi all. Thanks for opening this productive discussion. We're looking into these to see where we can help, but I wanted to respond with some context. To that end I'm going to migrate down here the response I had started to type up in response to 's section above.

Basically, the Wiki Education Foundation (Wiki Ed) is a non-profit that supports classes at higher education institutions in the United States and Canada. Students in classes we support go through interactive training, have access to print/online editing handbooks, work through a structured timeline of learning/editing Wikipedia, and have staff support to answer questions and provide feedback. Most of the training takes place through our Dashboard tool. Quality control (and more practically, given this thread, minimizing trouble for the community) is a big part of why we've invested in developing processes and digital infrastructure, and if you see areas where it could be improved, by all means let us know.

You can tell which classes we're supporting by the banners on students' user pages and on the article talk pages they work on. It's automatically added by the Dashboard. If you encounter a problem with one of those classes, a good next step is to look at the course page linked from those banners and ping/leave a message for the staff content expert working with the class ( or ). It's worth noting that during the busiest time of the semester (roughly 11/15-12/15 and 4/15-5/15), it may also be worth bringing pressing matters here to ensure a response.

If it looks to be a class in the US/CA that isn't currently working with us, drop a line here at the education noticeboard and we'll try to reach out to the instructor to see if we can provide support. In addition to the support I just mentioned, we have some best practices for assignment design that instructors agree to when they work with us, and occasionally discourage instructors from having their students write articles. For example, if a class has hundreds of students, if they're responsible for writing original research, if they're being graded on what content "sticks" on Wikipedia, if they're having first year students write about advanced topics, etc., we push for the instructor to not do the assignment. Sometimes they opt to edit Wikipedia anyway without our support, and sometimes there's no such red flag but the instructor would simply prefer to do their own thing.

If it does not look to be a class in the US/CA, you may want to ping, senior manager of the global education program, who may know people who can help in different parts of the world.

Ultimately, students and instructors on Wikipedia shouldn't receive special treatment (whether positive or negative) that any other new Wikipedian wouldn't get, so if there's someone to reach out to or a way to preserve content, then great, but editing for a grade is never a good reason to e.g. edit war, restore a copyvio, retain a duplicate article, etc.

So coming back to the question of how to help... For us, staff fill a similar role that ambassadors played in the past, and the Dashboard has taken the place of the course page extension. Where there are existing ambassadors (like university librarians), we're happy to work with them, but we don't actively use the ambassadors program. The ambassador program is still active elsewhere, and I don't want to give the impression that it's been terminated on enwiki. It's just that with the majority of classes in the program being in the US/CA, supported by Wiki Ed, and without more engagement with the education program/extension on enwiki by WMF, the community around the program has gotten quite small. Also, with the rollout of the Programs & Events Dashboard at WMFLabs, available to anyone (not just Wiki Ed classes), there's less of a need to use the course page extension. As a big reason for the ambassador, etc. user groups has to do with the extension, there's, again, limited need. There are plenty of people who help students, however -- they just don't always call themselves an ambassador. There was some activity in the community to revive the online ambassador program with a different scope here, but it has not yet happened. If there's a class working on something you're interested in, then by all means check out the course page and see if there's a way to help. As you may have gleaned, the biggest opportunity is probably the non-US/CA classes and/or secondary education (which we do not support or encourage, but which I do see regularly).

TL;DR - As with any other editor, students make mistakes. And as with any other editor, students are subject to Wikipedia's policies and guidelines. If you sense a problem with a student/class, and it's one of the ones we support, ping the content expert helping the class or bring it up here. We don't want classes we support to be a drain on community time/patience, and will work with the instructor/students to resolve issues you point out. If it's in the US/CA and not one of ours, bring it up here or ping one of us and we'll try to get them on board. If it's outside the US/CA, see if you can connect them with someone in the education program where they are (or ping TFlanagan-WMF to see if he can do so). There are plenty of ways to help out these classes yourself, but the coordinated programs for doing so aren't so active. --Ryan (Wiki Ed) (talk) 17:27, 9 December 2016 (UTC)


 * There's also advice for students, instructors, and the editors who run across them, at WP:Student assignments. The advice there reflects much of the past discussions. --Tryptofish (talk) 00:20, 10 December 2016 (UTC)


 * has stopped by my user page to talk about the creation / evolution case I mentioned above. I just want to make it clear, as I did to him directly, that my interest is not to judge or blame but to understand how the situation developed in that case to see what we can learn.  I apologise to Ian for any suggestion I may have made of fault, I see that as both unhelpful to learning what can be improved and unfair to Ian, and such was not my intent – though I may have created that impression through my frustration.  As an educator, I am very aware that what a teacher says and what a student hears can be very different because each interprets through the lens of their present understanding.  I wonder how much of the advice to which Tryptofish refers is clear to the community as experienced Wikipedians but unclear to newcomers, especially those looking at writing through a standard academic lens.  When I review student work in a university context, I want to see new ideas and arguments, supported by evidence, of course, but advanced in support of an overall interpretation of literature or data (or whatever is appropriate) that is original to the student and context – which is precisely what I don't want to see in a Wikipedia article.  This advice, for instance, is true as far as it goes, but try reading with the mindset of a student... would it be clear to you that "The United Nations' stated objective is to maintain international peace and security, but since its creation there have been 160 wars throughout the world" (the example we offer at SYNTH) is not an example of "a summary of what has been written in reliable sources about the original topic or research" which is allowed / desired according to the training advice?  If we can get Ian, the course instructor (Norbello) and a student (Gabriel) to all give their perspectives on the same assignment, maybe we can find areas where the support we are providing is not communicating effectively to the people we seek to assist.  EdChem (talk) 00:51, 10 December 2016 (UTC)


 * FWIW, my comments about WP:OWN were not so much that students and their instructors were explicitly claiming ownership over an article and telling others not to edit it, but rather that they might not be aware that they do not have any ownership rights over their edits once they click "Save changes". A student could go to bed thinking they did something that was going to get them a good grade, only to wake up the next morning to find their work changed by others or tagged with maintenance templates, etc. The fact that other editors may edit the article in a good or bad way means that final version being graded by the teacher might not be truly reflective of the student's actual contributions. Also, comments made on talk pages like at Talk:Huangling Complex seem to suggest that these student feel that does exist some kind of ownership over article content held by the article's creator and that changes should only be made by the article's creator. I am wondering how many of these students and their instructors have read pages like WP:Student assignments and WP:YFA or have taken the WP:ADVENTURE. Maybe pages such as these should be "required reading" for the first week of any one of these "courses". -- Marchjuly (talk) 01:24, 10 December 2016 (UTC)
 * You've both raised the point of new editors not being aware of WP:Student assignments, and you are right to bring that up. Maybe some day we will elevate it to a guideline, but for now, it has limited "official" standing. I would hope that the Wiki Ed pages would include multiple mentions of and links to it. At least that would help make users who pay attention more likely to be aware of it. We do have Template:Welcome student and Template:Welcome medical student (as well as corresponding templates for instructors, and for instructors to send to their own students), and it would be great if more use were made of them. But of course, you can't get someone to read something if they aren't paying attention. When classes just show up, without the instructor having first worked with the system here, or even when students don't do what their instructor tells them to do, well, the likelihood of an unpleasant class experience increases a lot. --Tryptofish (talk) 22:49, 10 December 2016 (UTC)
 * The discussions and best practices that went into Student assignments also went into the Wiki Ed training, editing brochures, instructor brochures, subject-specific brochures, etc. As something written for the community at large, the audience for WP:ASSIGN would necessarily be broader than people in the US and Canada, but for classes in those countries, as I describe above, the dashboard has taken the place of the training, course pages, etc. and the ambassadors program is in large part inactive. So while, as a volunteer, I may send someone to that page if I know they're not in the US/CA, and while it contains some good recommendations/explanations, for classes in the US/CA the processes are largely different and the guidance built into the rest of the dashboard system. I'd encourage you to play around with it and explore the training/materials -- we're regularly developing them and feedback is always welcome. It looks pretty different than the on-wiki version. I'd be willing to help update WP:ASSIGN, but we wouldn't want to have staff just jump in and start changing things on a community page (both because staff editing community pages is complicated and because we know that we're a subset of enwiki education activity rather than the whole program). --Ryan (Wiki Ed) (talk) 00:34, 11 December 2016 (UTC)
 * Sorry, but I don't understand the distinction you are making between US/Canada classes and classes elsewhere. Insofar as I understand, WP:ASSIGN is applicable to any English-speaking country. Are you saying that ASSIGN is built into the training materials but not into the dashboard, and the dashboard has replaced the training materials in the US/Canada? Anyway, staff should feel free to ask for changes in talk, at WT:ASSIGN. --Tryptofish (talk) 00:43, 11 December 2016 (UTC)
 * Wiki Ed supports classes in the US and Canada. We talk to instructors about their classes, get a course page set up on the Dashboard, etc. Then students enroll there, take the training there, receive editing brochures, receive feedback from staff, etc. They do not use the on-wiki training, the ambassador program, the course page extension, etc. and the principles behind WP:ASSIGN are built into the way we work with them and the content of our materials, so there's not a reason for us to point people at US/CA institutions there. Institutions outside of the US and Canada, however, fall under the WMF's global education program, and would still use the other resources discussed on WP:ASSIGN, though some of them are now using the Programs and Events Dashboard (a fork of the Dashboard, modified and hosted at wmflabs for anyone to use). Again, most of the advice/principles in WP:ASSIGN are valuable, and factored into the development of these other materials, but the audience is more the community and global education program classes. --Ryan (Wiki Ed) (talk) 01:23, 11 December 2016 (UTC)
 * Thanks, now I understand. Even with those principles built-in, they may not always (or at all) be verbatim. I believe that the editing community would appreciate it if there would be "for more information, read:... " links as conspicuously as possible. --Tryptofish (talk) 17:49, 11 December 2016 (UTC)

Creating articles for grades
Posts like this are unfortunate, but probably inevitable when you've got students simply creating articles for a grade. Once again, teachers using Wikipedia to try and grade their students seems to be a big mistake and is something that should be more rigorously discouraged by Wikipedia in my opinion. Of course, I'm not completely sure how to do that. Maybe teachers wanting to use Wikipedia in such a way should be required have some experience editing or participate in some form of Wikipedia orientation? -- Marchjuly (talk) 01:44, 22 December 2016 (UTC)
 * When I edited Wikipedia for a course (starting me down the long road to becoming a gnome) the grades were based not only on the text we put onto the page, but also the steps we took to get there and make sure it was reliably sourced and accurate. It was a dialogue from day one. We all (including the prof) started off as relative newbies but because the prof knew how things worked things went smoothly. I can agree that some sort of "checklist" or quick summary (akin to WP:IDD) would be beneficial; not only would the profs be able to better create the assignments, but the students would also be able to see what's expected of them. Primefac (talk) 02:13, 22 December 2016 (UTC)

Wiki Ed Monthly Report for November 2016
Hi all. For those interested, Wiki Ed's Monthly Report for November 2016 is now available on Commons as a PDF, on Meta, or on our blog. Let me know if you have questions. --Ryan (Wiki Ed) (talk) 21:37, 28 December 2016 (UTC)

Campus Ambassador application: MidwestCuttlefish

 * 1) Why do you want to be a Wikipedia Ambassador?
 * I'm already doing some of the work of a Campus Ambassador, and I'm hoping to benefit from the training and resources for Ambassadors to help me in my role as Wikipedian in Residence of DePaul University.
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * Chicago, Illinois, at DePaul University
 * 1) What is your academic and/or professional background?
 * I have a degree in History and Communication, and I work as a Wikipedian in Residence.
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * I started editing in earnest in 2013 as a student intern for University of Pittsburgh's Archives Service Center. I then edited as the Wikipedian in Residence of two branches of Pitt's library system. Now, I work for DePaul University Archives and Special Collections, editing as the Wikipedian in Residence.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I have been a student participant in a Wikipedia assignment, and assisted instructors in multiple courses to use Wikipedia as a classroom tool.

Endorsements
(Two endorsements are needed for online ambassador approval.)

I endorse this user for Campus Ambassador. Laura Kina (talk) 19:20, 31 January 2017 (UTC)

I endorse MidwestCuttlefish for Campus Ambassador. Ambettine (talk) 19:23, 31 January 2017 (UTC)

Request for course instructor right: M0SN24-TD (talk) (course page draft)
Darcy Thompson
 * Name

Centre for Middle Eastern Studies, Lund University
 * Institution

Dictatorship, Democracy and Human Rights in the Middle East. This course is a graduate level course for students in the Middle East Studies master's programme. It focuses on governance in the Middle East and North Africa region broadly defined, and aims to introduce students to major topics and theoretical contributions relating to the persistence of authoritarianism in the region, the history, process and prospects for democratisation in the Arab world, and the ongoing struggle for human rights. Students will study political regimes, social structures, religious institutions, state and non-state actors as well as processes of change and development in the region.
 * Course title and description

Working in groups of two or three persons, students are to create (or significantly improve - depending on if a page has already been created on their topic of choice) a Wikipedia entry on a topic that relates to the main themes of the course. Students must submit a topic idea, and justify its worth and relevance both to Wikipedia (by identifying gaps in existing article coverage) and to the course. In order to ensure that the articles are comprehensive enough, the length of each article is to be between 2500 to 3000 words. Students are asked to do a preliminary 'review' of their topic on wikipedia in order to be able to identify its worth, as well as to familiarise themselves with the insight provided in that length of article. After researching 'Wikipedia university course assignments' extensively, I came across the works of Deva Ramanan at the University of California Irvine, Piotr Konieczny at the University of Pittsburgh and Dean Taciuch at George Mason University. These ideas were very useful for me in the process of envisioning how such an activity could be integrated into a course.

Within my course, this assignment will count for 40% of the total grade - and students are expected to work on it over the course of the entire course (3 months). The aim is for each of the articles created in the class to achieve an ‘A-Class’ status – which I think is certainly possible at the graduate level.

22 students, from around the world (some from the Middle East region itself) as the programme is international.
 * Number of students

January 06 to March 30 2017
 * Start and end dates

--M0SN24-TD (talk) 00:18, 19 January 2017 (UTC)

Course instructor rights request
I am teaching a course on the Ancient Near East and the Mediterranean and would like to incorporate a Wikipedia assignment into the syllabus. I have done a similar assignment in the past but not through Wikipedia: essentially students researched a topic and then created "Wiki" pages within our LMS. The result was informative but clunky and less than motivating for students. I think being able to critically engage not only with sources but with the Wikipedia collaborative community would improve this assignment tremendously. Rather than have students create new articles from scratch, since the course is introductory in level, I would select topics whose articles are stubs or problematic, and students would revise and expand these articles based on their research. Depending on the article, I'll also be most likely assigning multiple students to a particular article, working together but also focusing individually on different sections. I would love to collaborate with a Regional Ambassador or editor on this project, and look forward to hearing from you. I would also be happy to provide further information on the assignment. Thanks!

Ieremu (talk) 20:23, 16 January 2017 (UTC)
 * That sounds great. Can I ask what school? The Wikipedia Education Program is organized geographically and that would help connect you with the right people. &mdash;  Rhododendrites talk  \\ 02:44, 17 January 2017 (UTC)
 * , your plan sounds great. Getting students involved with WikiProjects and article improvement seems to be the best method for a) getting good results, and b) retaining them as editors (though that's more our concern, not yours!). Primefac (talk) 14:20, 17 January 2017 (UTC)


 * Oops! I knew I forgot something. I teach at Northern Arizona University in Flagstaff.  Thanks for the encouraging comments and am looking forward to developing this assignment! Ieremu (talk) 14:57, 17 January 2017 (UTC)
 * Thanks. (Rhododendrites's alter ego here). The Education Program in the United States and Canada is supported by the Wiki Education Foundation. We have a Dashboard tool which helps you to organize the course, track student work, and helps to create a timeline for steps in the assignment, and we have staff who can help you and your students at various stages. To get started just head to teach.wikiedu.org. I'll ping my colleague,, in case she has anything to add. --Ryan (Wiki Ed) (talk) 15:35, 18 January 2017 (UTC)
 * Hey! I'd love to send you some tips for getting started. You can start now by heading to teach.wikiedu.org - there's some next steps there. But if you shoot me an email I can get you more information and resources to look at. You can find me at samantha@wikiedu.org. Hope to talk soon. -Samantha (Wiki Ed) (talk) 17:06, 19 January 2017 (UTC)

A poster to advertise a class about/using Wikipedia
Has anyone ever designed such a poster? --Piotr Konieczny aka Prokonsul Piotrus&#124; reply here 12:31, 17 January 2017 (UTC)
 * Yeah, kind of, a couple of examples here: Wikimedia Commons Category:Wikimedia Australia workshops Leighblackall (talk) 04:03, 19 January 2017 (UTC)
 * I did a poster advertising a workshop for teaching scientists to edit Wikipedia. Here is the editable powerpoint version (OneDrive share link will remain active for one month). I've also seen a poster for Medical Schools by (discussion here). T.Shafee(Evo &#38; Evo)talk 08:50, 20 January 2017 (UTC)

WikiJournal of Medicine promotion
T.Shafee(Evo &#38; Evo)talk 08:37, 20 January 2017 (UTC)

Wiki Ed Monthly Report for December 2016
Hi all. For anyone interested, Wiki Ed's Monthly Report for December 2016 is now available on Commons as a PDF, on Meta, or on our blog. Let me know if you have questions. --Ryan (Wiki Ed) (talk) 02:21, 21 January 2017 (UTC)

Possible Class
I've just come across users User:LibrarianLiverpool, User:Smee p and User:Meg Parkes, all brand new accounts making similar sandbox pages about Hertha Ayrton. I'm not sure if we're looking at a particularly unusual sock farm or a not-very-organised class. I've left a message for one of them asking the question and pinging the others, but thought I'd leave a note here for information as well. GoldenRing (talk) 12:14, 6 February 2017 (UTC)
 * Note this search turns up 16 such accounts. GoldenRing (talk) 12:17, 6 February 2017 (UTC)
 * These edits are being made as part of an editathon at the Liverpool Medical Institution, no need to worry! Sam Walton (talk) 12:45, 6 February 2017 (UTC)
 * Okay, ta. It'd be nice if editors mentioned that on their userpages so my DUCK-detector doesn't go mad.  GoldenRing (talk) 15:13, 6 February 2017 (UTC)

Discussion at WP:ANI
You are invited to join the discussion at WP:ANI. Marchjuly (talk) 00:47, 3 February 2017 (UTC) -- Marchjuly (talk) 00:47, 3 February 2017 (UTC)
 * Thanks. I've replied at WP:AN. --Ryan (Wiki Ed) (talk) 19:52, 9 February 2017 (UTC)

Possible Class? see WP:ANI
Is any one aware of this? it popped up at ANI. --Cameron11598 (Talk) 01:42, 8 February 2017 (UTC)
 * Thanks for bringing it up here, and for leaving messages for the students. I went through the user pages and haven't yet found a clue as to where the class is taking place (or, more importantly, who the instructor is). If you see a response, please let us know here. If it's a higher education institution in the US or Canada we'll reach out to them to try to get them on board with Wiki Ed and provide support. As an aside, since the majority of classes active on enwp (those supported by Wiki Ed) no longer use the course page extension or the on-wiki training (it all goes through dashboard.wikiedu.org), it may be useful to update it a bit. The address most useful to point people towards is https://teach.wikiedu.org, and if we can identify the instructor we'll reach out directly. It's tricky, however, since at this time we're only able to support US/CA. Maybe worth a separate conversation. Regardless, again, keep us posted if you can determine the institution/instructor. --Ryan (Wiki Ed) (talk) 19:10, 9 February 2017 (UTC)
 * Hi Ryan, I left a note on one of the student's pages that asked me a question earlier, perhaps they will let me know where there are from. RickinBaltimore (talk) 19:14, 9 February 2017 (UTC)

Wiki Ed/Cal State San Marcos/Sociological Advocacy (Spring 2017)
Someone may want to take a look at this page and the assignments, because it doesn't look like the instructor understands what Wikipedia is ("Cosplay and the Social Construction of Gender"? "Masculinity influence on gangs"?). One of the listed topics Youtube and the Hood Prank has already been deleted at AFD. --Calton | Talk 13:49, 13 February 2017 (UTC)

Wiki Ed Monthly Report for January 2017
Hi everyone. For those interested, Wiki Ed's Monthly Report for January 2017 is now available on Commons as a PDF, on Meta, or on our blog. Let me know if you have questions. --Ryan (Wiki Ed) (talk) 17:17, 23 February 2017 (UTC)

Campus Ambassador application: SHUBHAMURADE

 * 1) Why do you want to be a Wikipedia Ambassador?
 * I am a B.E. (ELECTRONICS & TELECOMMUNICATION) Student. I am very much interested in programming algorithms, encryption, content writing. wikipedia has always been the source of knowledge to each and everyone. It will be a great honour to me to represent such a community by being its Campus Ambassador.
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * SINHGAD INSTITUTE OF TECHNOLOGY, LONAVALA 410401
 * 1) What is your academic and/or professional background?
 * 2) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * YOUR ANSWER (OPTIONAL)
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * YOUR ANSWER (OPTIONAL)
 * YOUR ANSWER (OPTIONAL)


 * Discussion
 * See the large edit notice at the top of the page when you edit. —  xaosflux  Talk 21:29, 3 March 2017 (UTC)

Online Ambassador application: Iazyges
User:ClueBot III/ArchiveNow

Iazyges
Iazyges  Consermonor   Opus meum  04:01, 17 November 2016 (UTC)
 * 1) Why do you want to be a Wikipedia Ambassador?
 * I would like to help people become members of Wikipedia, especially those with significant knowledge like those in college.
 * 1) In three sentences or less, summarize your involvement with Wikimedia projects.
 * I work a lot with MILHIST, I have done some work with WP:Dacia.
 * 1) Please indicate a few articles to which you have made significant content contributions. (e.g. DYK, GA, FA, major revisions/expansions/copyedits).
 * Iazyges, my namesake article, I entirely rewrote, it is a GAN right now, I brought it from Start class to B class as of posting (MILHIST standards.)
 * 1) How have you been involved with welcoming and helping new users on Wikipedia?
 * I work at the teahouse, I also regularly go through the new users list and check out productive new members.
 * 1) What do you see as the most important ways we could welcome newcomers or help new users become active contributors?
 * Make them feel valuable and heard, while it is in overrated answers, one of the thing that can be most discouraging, from my experience, is when you feel that others don't or wont listen to you because you are new or have a low edit count.
 * 1) Have you had major conflicts with other editors? Blocks or bans? Involvement in arbitration? Feel free to offer context, if necessary.
 * None, somehow I have avoided it, except perhaps for the current (as of posting) case against DevilWearsBrioni, where I mediated for DRN and am vaguely involved.
 * 1) How often do you edit Wikipedia and check in on ongoing discussions?  Will you be available regularly for at least two hours per week, in your role as a mentor?
 * Constantly, I spend roughly 8 hours of the day away and check on it every hour or so from phone, and the rest either on computer or sleeping.
 * 1) How would you make sure your students were not violating copyright laws?
 * Checking on them, while I will likely not be able to check on all of them at once, I hope it will work as a preventative method (somewhat like a real teacher that randomly checks homework)
 * 1) If one of your students had an issue with copyright violation how would you resolve it?
 * Confront them as kindly as possible, ascertain as to if it is knowingly violated and try to resolve from there, either by explaining more clearly, or by intervening.
 * 1) In your own words describe what copyright violation is.
 * Copyright violation is taking either someone's work or works, and not crediting them with it (Presuming they require only attribution).
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I have done some work in TWL, I am currently a coordinator for Fold3 and newspaperarchive.com.

Endorsements
(Two endorsements are needed for online ambassador approval.)

Online Ambassador application: PravatSatpathy
User:ClueBot III/ArchiveNow

Pravat Satpathy
Pravat Satpathy (talk) 14:00, 30 January 2017 (UTC)
 * 1) Why do you want to be a Wikipedia Ambassador?
 * A lot of unknown things the world may know from our State Odisha of India.Our History,Tribals,Lord Jagannath,our culture.Being an ambassador i could be a small channel in knowledge sharing for millions of learners.
 * 1) In three sentences or less, summarize your involvement with Wikimedia projects.
 * I have edited small contents of some known persons.As i am also a teacher,in very recent i am creating good learning contents.
 * 1) Please indicate a few articles to which you have made significant content contributions. (e.g. DYK, GA, FA, major revisions/expansions/copyedits).
 * Expansions in the Wikipedia Page of Akash Dasnayak
 * 1) How have you been involved with welcoming and helping new users on Wikipedia?
 * I have good friend circle in academic sector,i have encouraged many of my colleagues to create new articles.
 * 1) What do you see as the most important ways we could welcome newcomers or help new users become active contributors?
 * Creating a community for interactions and organizing regional get together and allowing active contributors to share their views on regional issues could be very helpful.
 * 1) Have you had major conflicts with other editors? Blocks or bans? Involvement in arbitration? Feel free to offer context, if necessary.
 * No,i should not have any conflict.however all editors should provide correct information while editing or extending contents.
 * 1) How often do you edit Wikipedia and check in on ongoing discussions?  Will you be available regularly for at least two hours per week, in your role as a mentor?
 * Yes, I would love to be part of this.
 * 1) How would you make sure your students were not violating copyright laws?
 * More important thing is how genuine we are,If we are genuine,then our students will also follow us.So no worry about copyright violations
 * 1) If one of your students had an issue with copyright violation how would you resolve it?
 * I will verify the content.If i found some problem,i will let him know to change.Else i will suggest for speedy deletion.
 * 1) In your _own_ words describe what copyright violation is.
 * Copyright Violation,some phrase or article which is purely plagiarized or stole from any body that against the Intellectual Property Rules.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I would love to be a Wikipedia ambassador continuing my research on various topics to give fresh and effective article for the world.

Endorsements
(Two endorsements are needed for online ambassador approval.)

Online Ambassador application: paulmiki davids
User:ClueBot III/ArchiveNow

Paulmiki davids
Paulmiki davids (talk) 12:31, 21 February 2017 (UTC) i will be always online to help my students and also make Wikipedia a better place to learn
 * 1) Why do you want to be a Wikipedia Ambassador?
 * YOUR ANSWER to help create a better world of Wikipedia
 * 1) In three sentences or less, summarize your involvement with Wikimedia projects.
 * YOUR ANSWER (OPTIONAL)
 * 1) Please indicate a few articles to which you have made significant content contributions. (e.g. DYK, GA, FA, major revisions/expansions/copyedits).
 * YOUR ANSWER i have created the origins of werewolves and werefoxs
 * 1) How have you been involved with welcoming and helping new users on Wikipedia?
 * YOUR ANSWER (OPTIONAL)
 * 1) What do you see as the most important ways we could welcome newcomers or help new users become active contributors?
 * YOUR ANSWER (OPTIONAL)by making Wikipedia projects a simple one
 * 1) Have you had major conflicts with other editors? Blocks or bans? Involvement in arbitration? Feel free to offer context, if necessary.
 * YOUR ANSWER i have never had any conflicts with any editors in Wikipedia
 * 1) How often do you edit Wikipedia and check in on ongoing discussions?  Will you be available regularly for at least two hours per week, in your role as a mentor?
 * YOUR ANSWER yes
 * 1) How would you make sure your students were not violating copyright laws?
 * YOUR ANSWER by given them project for them to do
 * 1) If one of your students had an issue with copyright violation how would you resolve it?
 * YOUR ANSWER by telling he or she do rewrite the projects and also help he or she in rewriting the projects
 * 1) In your _own_ words describe what copyright violation is.
 * YOUR ANSWER copyright violation means writing someone articles without the person's approval
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * YOUR ANSWER (OPTIONAL)

Endorsements
(Two endorsements are needed for online ambassador approval.)

Wiki Ed Monthly Report for February 2017
Hi all. For those interested, Wiki Ed's Monthly Report for February 2017 is now available on Commons as a PDF, on Meta, or on our blog. Let me know if you have questions. --Ryan (Wiki Ed) (talk) 16:38, 22 March 2017 (UTC)

Wikipedia:Wiki Ed/Northeastern University/Advanced Writing in the Technical Professions--ONLINE (Spring 2017)
I was reading through some posts at the Teahouse when I came across WP:THQ about a new article added to mainspace. So, I took a look at Latin American economy to see what it was about. Overall the first part of the article seems fairly good for a Wikipedia article, but as I read further it started to seem as if I was reading more of a research paper/economic forecast than an encyclopedic article. The point where the change seems to take place is Latin American economy where the focus seems seems to become more WP:RECENTISM and WP:CRYSTAL.

Anyway, I looked through the contributions of the article's creator and found that the editor is a participant in Wikipedia:Wiki Ed/Northeastern University/Advanced Writing in the Technical Professions--ONLINE (Spring 2017). The description at the top of that page states as follows:"Provides writing instruction for students in the College of Engineering and the College of Computer and Information Science. Students practice and reflect on writing in professional, public, and academic genres, such as technical reports, progress reports, proposals, instructions, presentations, and technical reviews, relevant to technical professions and individual student goals. In a workshop setting, students evaluate a wide variety of sources and develop expertise in audience analysis, critical research, peer review, and revision." This seems like a pretty good goal for a university class, but perhaps not really suitable when it comes to Wikipedia, at least not based upon my understanding of what Wikipedia is intended to be. Perhaps it's just me, but I am wondering if there are others who see it as such. -- Marchjuly (talk) 07:35, 17 March 2017 (UTC)


 * I agree with you. This happens all the time with classes that show up. Probably the best way to handle it is to go to the class page, where there will be links to the user who is the instructor, and to the WikiEd staff person who is the liason for the class. Then, you can leave a note at the user talk of one or the other of them, whichever you feel more comfortable with. I also like to encourage instructors to read WP:ASSIGN. --Tryptofish (talk) 23:10, 17 March 2017 (UTC)
 * Thanks for taking a look.  Would either of you like to comment on this? -- Marchjuly (talk) 23:30, 17 March 2017 (UTC)
 * Hi User:Marchjuly. I'm not sure what you see as inappropriate here. The Wikipedia assignment for this course is intended to work on one particular genre of writing — Wikipedia articles, according to Wikipedia standards — while other assignments in that course would address some of the other goals. (As for the article, on a quick skim it seems like a good start to me; your point about recentism is helpful; you should post it to the talk page and give the creator a ping.)--Sage (Wiki Ed) (talk) 17:40, 20 March 2017 (UTC)
 * Sage, I had understood, perhaps incorrectly, that all those kinds of writing would be explored on-Wiki. At least, that's what it sounded like. Also, I'm not really seeing our approach to writing in any subset of what's quoted above. --Tryptofish (talk) 21:00, 20 March 2017 (UTC)
 * That's from the general 'course description', but the Wikipedia assignment instructions in the Timeline use (on a quick skim) Wiki Ed's recommended structure for an assignment, and I don't see anything that suggests that those other things are part of the on-wiki assignment.--Sage (Wiki Ed) (talk) 21:06, 20 March 2017 (UTC)
 * Thanks for figuring that out! --Tryptofish (talk) 21:15, 20 March 2017 (UTC)
 * Thank you for your comments . I read the "description" as being solely related to editing on Wikipedia and not as a general course description. Maybe this is something which could be made a little clearer? As for specific comments about the article, I will post something on the article's talk page. -- Marchjuly (talk) 00:04, 21 March 2017 (UTC)
 * Thank you User:Marchjuly and for your feedback. I am the instructor of this course and the student author (who has a double major in engineering and business--hence the financial focus on the article in question) would be grateful for any revision feedback, which is why the initial request was posted on Teahouse. The course description is general for this university-wide writing requirement. My students complete a substantive literature review on their selected topics before beginning work on their WP articles, but for many (most) of them, encyclopedic writing is a new genre for them to work in. That said, they always appreciate the constructive and gracious feedback of more seasoned Wikipedians. Amyc29 (talk) 16:38, 23 March 2017 (UTC)
 * You're welcome . I did post some things on Talk:Latin American economy and also asked for some WikiProjects to assess it, so everything will get sorted out. As long as the student understands WP:OWN, everything should be fine. If your students are, however, being graded on what they write on Wikipedia, then it might be a good idea for them to hold off from moving their drafts to the mainspace until after you have completed your review. Once something has been added to the mainspace, it's there for anyone and everyone to edit for better or worse. Technically, the same can be said for any page on Wikipedia, but lots of experienced editors tend to leave WP:DRAFTS, WP:HUD and user sandboxes alone unless there is a serious problem which needs fixing asap. Finally, just for reference, I moved your post to the end of the thread just to make it easier for others to follow chronologically and also easier for others to reply to. I didn't change any content, but you can move it back to where you originally added it if you that's where it really belongs. -- Marchjuly (talk) 21:35, 23 March 2017 (UTC)

Starting a Classroom Assignment
I am a high school librarian working with a Journalism/English teacher at my school to update our school's wikipage.

We worked together last week on updating our school's box and improved the Table of Contents. However, soon after making these changes, a Wiki Editor reverted our page back to an older version and all of our improvements were gone. The Editor said there was a conflict of interest and I'm unsure if it is because we added a "Notable Alumni," an author and linked to his Wikipedia page.

How should we move forward? Wikipedia has wonderful resources and tools and we have taught the students the 5 Pillars of Wikipedia and we have instructed them on informational writing.

How should we proceed?

Telisj (talk) 14:24, 27 March 2017 (UTC)telisj


 * Thank you for asking about that here. What happened is that the editor observed that you are from that school, and as someone working there, there could be a possibility of what is described at WP:COI and WP:PAID. It wasn't necessarily about that alumnus, and if there is already a page here about that person, that should not have been a problem. I did not actually look at the content that was reverted, but what it comes down to is that it's good to make sure there is accurate and complete information, but information that might sound like you are promoting the school is likely to raise red flags.


 * A good approach for you to take is to start a new section on the article talk page, explain what you were trying to add, and say what your connection to the school is, as you did here. Then other editors will respond, and you can see what the issues were that they were concerned about, and then hopefully come to a consensus after discussion.


 * In addition, if there are students involved as part of a class project, you should coordinate the project with someone from WikiEd. They will be watching here, so they will see our discussion and can reply. --Tryptofish (talk) 23:13, 27 March 2017 (UTC)


 * The advice I typically give instructors working with us is, basically, that it's not a good idea for them or their students to write about subjects for which they may have a conflict of interest. Wikipedia has a fairly strict conflict of interest policy (COI), based on the idea that if you have a professional, financial, or personal connection to a subject, you're probably unable to edit with a neutral point of view. Because people try to use Wikipedia for advertising and promotion every day -- to the point that some people consider it Wikipedia's biggest challenge -- editors are typically vigilant in looking for such activity and scrutinizing potentially problematic edits. This is, generally speaking, a good thing, but people can make mistakes and their manner of carry out these "reversions" can sometimes be harsher than necessary. So although editing with a COI is not explicitly against the rules (unless you don't disclose the conflict), it's typically a good idea for those with a COI to use the article talk page to suggest any potential change rather than edit the article directly. There's even a template for doing so: If you create a new section with suggested edits on the talk page, you can add request edit (including the brackets) to the section, which will alert other editors that someone needs assistance.
 * If this is a class assignment, there are a number of resources designed to help. The Wiki Education Foundation supports university-level classes, so the resources are designed with that group in mind, but they're freely available to anyone who wants to use them. The most succinct resource is probably the Editing Wikipedia handout. You can find others at this page, and there is interactive training built into the Programs and Events Dashboard, which you could also use as a class organizational tool.
 * It looks like the article we're talking about is Canton High School (Massachusetts), and I think I see the key problem. Basically, because of the core content policies "verifiability", "neutral point of view", and "no original research", the only content that should be added to any article should be based on what's been written in reliable sources independent of the subject. So aside from the most basic data about a school (grades served, location, etc.), if something isn't verifiable in sources like newspapers, magazines, books, journals, or reliable websites (excluding anything published or written by the school, district, etc. as well as most self-published sources like blogs or social media), it's probably not going to be considered significant enough to include (or, worse, would be considered overly promotional). It's important to include citations of those sources when adding content, too. This removal by, for example, looks to have removed several quotes from students. That's great for the school website, Facebook page, newsletter, etc. but even if they were taken straight from a reliable newspaper, it's not the sort of thing that's typically appropriate for an encyclopedia article, which would typically just include facts and significant perspectives about a subject.
 * I know all of this can be confusing, and perhaps a bit pedantic. :) A good formula for getting started on Wikipedia is to find sources about a subject first, extract a key point from the source, determine if it makes sense to include in the article, and if so, suggest the change, including the citation, on the talk page. After doing this a few times and seeing what kind of feedback you get from other users, it'll be easier to make the changes directly. Hope this helps! --Ryan (Wiki Ed) (talk) 17:50, 28 March 2017 (UTC)

Campus Ambassador application: Colalibrarian

 * 1) Why do you want to be a Wikipedia Ambassador?
 * Four years ago I was asked (as a librarian) to support a women's history class that required students to edit Wikipedia as a final assignment. It has been my favorite assignment to support and the class has run two times since (same topic each time). I would like to serve as an ambassador because I would like to expand my role in supporting Wikipedia on campus.  I have already spoken to several faculty about ways Wikipedia could be integrated into class assignments (hoping to support at least one new class this fall) and have encouraged several of my colleagues to do the same.  My hope is that by being an ambassador I will be able to more effectively continue my work with Wikipedia as my responsibility for supporting the tool will be more formalized.
 * I believe that individuals who have ready access to robust information resources, as well as the technical ability to find information and work comfortably with Wikipedia's content, have a social responsibility to ensure the content on Wikipedia is thorough in its coverage and meets stated content guidelines and the five pillars, particularly in regards to verifiability and neutral point of view.
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * Rochester Institute of Technology (RIT) in Rochester, NY
 * 1) What is your academic and/or professional background?
 * I have been the Liberal Arts Librarian/Liaison at RIT since 2011. I have my M.A. in Museum Studies and M.S. in Library & Information Science and have worked in various museums, archives, and special collections prior to my time at RIT.
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * I have supported three classes that have used Wikipedia edits as their final project (Fall 2013, Fall 2015, Fall 2016), as well as helped to plan and host a Wikipedia Edit-a-thon in honor of Women's History Month. I have also created training materials for students, attended two different workshops on teaching with Wikipedia, and plan to co-present at an upcoming librarian workshop on the benefits of using Wikipedia in the classroom.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?


 * In the past I have considered applying to become an ambassador, but did not apply due to a lack of edit history. While I enjoy showing students how to use the tool (presenting in class, helping one-on-one, providing basic templates, etc.), I have not done much live editing myself.  I still do not have an extensive edit history, but have started to do more on Wikipedia (even turning a stub into a more extensive entry) and plan to continue serving as an active editor.  For our recent Wikipedia Edit-a-thon, I created most of our training material, hosted several training sessions, and served as a knowledge-source the day of the event.  I am hoping this combined with my recent edit history will be considered as part of this application.


 * Discussion

Opportunity for publication for high-quality articles produced by WikiEdu
Hello members of WikiEdu,

When keen students set their minds to improving an article, the outputs can be of very high quality. For articles that are particularly improved, instructors may consider supporting their students' submission for academic peer review and publication in WikiJournal of Medicine. Feel free to contact me or the editorial board if you are interested, or have any questions. T.Shafee(Evo &#38; Evo)talk 05:21, 29 March 2017 (UTC)

T.Shafee(Evo &#38; Evo)talk 05:21, 29 March 2017 (UTC)

Campus Ambassador application:Emefie

 * 1) Why do you want to be a Wikipedia Ambassador?
 * I currently offer supports for Wikipedia and WikiEdu activities in a number of courses at my home institution, the University of British Columbia. As a librarian I believe I bring both the technical capabilities and the much needed connect to somewhat hidden (print, locked material) collections that could benefit Wikipedia entries.  Additionally as an educator I am fully invested in authenticity in my instruction and in the activities of the students and faculty members I support.  I provide a wealth of skills that I think would be useful as an ambassador.
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * Vancouver, University of British Columbia but I have been providing support for Simon Fraser University, BCIT, and Kwantlen on a few occasions
 * 1) What is your academic and/or professional background?
 * I have an BA in Communications, a BEd, and a MLIS (Master of Library and Information Science)
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * I have assisted faculty in developing WikiEdu and Wikipedia based assignments. I have support and created Wikipedia edit-athons (4 in the last month alone). I work with strategists in our Centre for Teaching and Learning Technology in developing workshops and training sessions on the campus around Wikipedia in higher education, with a focus on course rejuvenation in the "student as producer" model and am an open education advocate in BC where I offer workshops and training sessions through BCcampus for faculty and educators interested in using Wikipedia and WikiEdu as a platform to promote open education practices.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I am passionate about Wikipedia as it allows me, as a librarian, to engage in the discussion of information authority, fact-based content, plagiarism, and scholarship processes in an authentic real world way.


 * Discussion

Campus Ambassador application: poorva2

 * 1) Why do you want to be a Wikipedia Ambassador?
 * I initially looked up the programme information of curiosity, but as I read the job description, I intensely felt that this was something I wanted to be a part of. I enjoy working with people, and would welcome the opportunity to be a part of the ambassador team. I am extremely passionate about the work I undertake and I am motivated to deliver high-quality work. I believe that Wikipedia an excellent platform for my colleagues to voice their ideas and learn from other's portrayal of ideas and that is why I want to promote it.
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * Manipal University, Manipal, Karnataka, India
 * 1) What is your academic and/or professional background?
 * I am an enthusiastic medical student pursuing Bachelor of Medicine and Bachelor of Surgery at Manipal University
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * YOUR ANSWER (OPTIONAL)
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I have been a content writer for various organizations which has, to some extent, given me some exposure.


 * Discussion

Student instructions for publishing a draft
Lately, I've noticed quite a few students are choosing the Wikipedia namespace when attempting to publish a draft. Even though this is not an uncommon mistake, it seems like a disproportionate number of the errors are made by students. I'm not familiar with the materials Wiki Ed puts out to students and instructors, but can someone verify that they do not imply students should do this? If the wording is fine, a note should be added to select "(article)" space when publishing. – Train2104 (t • c) 14:01, 6 April 2017 (UTC)
 * , I think you mean "(draft)" space - a lot of these articles need serious work (and some I've deleted have been nowhere near acceptable). Students should be sandboxing/drafting and then submitting for review (formally or informally, I'm not really fussed). Primefac (talk) 15:11, 6 April 2017 (UTC)


 * This is the relevant page of the training students work through: Move your page. Sometimes when it's actually time to move it, students might reference the Editing Wikipedia handout instead, in which case the relevant content is on page 13. Feedback on the wording is welcome, but it seems fairly clear to me. It's possible if you're seeing a bunch of this sort of error clustered together that they may be from the same class (sometimes one student or the instructor makes a mistake and everyone follows suit). I think Train2104 is talking about when students are trying to move out of their sandbox/draft into the mainspace. Sometimes this happens too soon, to be sure. In any of these cases, by all means bring it up here if you'd rather not intervene or if you notice a pattern (or for whatever other reason). Can also leave a message for the Content Expert working with the class (listed on the course page, which should be linked from every student's userpage and the talk pages of articles they work on). --Ryan (Wiki Ed) (talk) 16:32, 6 April 2017 (UTC)
 * The wording seems clear to me too. It's just a matter of students not reading instructions, then. I haven't noticed any consistent pattern in terms of everyone in a class doing it, it just seems like random students. I'll keep an eye on classes when I next see it though. – Train2104 (t • c) 18:31, 6 April 2017 (UTC)
 * It may also be useful to point students to WP:STUDENTS. --Tryptofish (talk) 21:13, 6 April 2017 (UTC)

I'm going to revive this thread. While Special:AbuseFilter/850 now warns before moving to project space, I've cleaned up a couple student messes over the past week involving complex series of moves. Some (like today's attempt by User:Amandayeoh) appear to be those who developed a new version of an existing article in their sandbox, and then tried to "move" it over. Obviously the system doesn't let them do that, so they go in circles to see if there's a way around it. I notice that the page linked above doesn't mention that the steps should only be followed for a new article. – Train2104 (t • c) 19:45, 23 April 2017 (UTC)

Two misplaced pages
I'm not where these two pages should go, but I'm pretty sure this is not where they belong. Could someone please move them into a "standard" course location, if one exists locally?


 * Wikipedia:Education Program:USF Environmental Law Project
 * Wikipedia:Class: Instructional Psychology and Technology 692R, Brigham and Young University, spring 2016

– Train2104 (t • c) 06:03, 7 April 2017 (UTC)


 * It looks like Wikipedia:Education Program:USF Environmental Law Project duplicates content on User:Aarf613 (or vice versa), so may be fine to just delete it?
 * Pinging about the second. --Ryan (Wiki Ed) (talk) 14:49, 7 April 2017 (UTC)


 * Coming back to this. Upon looking a bit closer I see that Wikipedia:Education Program:USF Environmental Law Project was moved there by because it had somehow made it into the mainspace. Wikipedia:Education Program: isn't actually a space for anything (as far as I know). There's the Education Program namespace for course pages created with the Education Program MediaWiki extension, which is no longer maintained and only rarely used anymore, and there are classes as Wikipedia:Wiki_Ed/ (like Wiki Ed/University of San Francisco/Environmental Law II (Fall)) that are automatically updated mirrors of Dashboard pages, so not a good place for usable wiki pages. Personally, I think the page makes the most sense in userspace (i.e. moved back to User:Aarf613/sandbox, where it came from), although the content is already reproduced at User:Aarf613 as I mentioned above. --Ryan (Wiki Ed) (talk) 13:54, 24 April 2017 (UTC)

Possible unregistered course
says it is being done for a college course, but I don't see any accompanying course enrollments. It is the editor's sole contrib and he has a blank userpage. - Bri (talk) 00:30, 24 April 2017 (UTC)


 * Thanks. I've left a message on the student's userpage requesting information about the instructor. If we can get the name (or some additional information that allows us to track down the name), we can reach out to try to get them on-board. --Ryan (Wiki Ed) (talk) 13:31, 24 April 2017 (UTC)

Undocumented assignment from Thailand
I previously made note back in 2013 of an undocumented assignment from Thailand, which usually involves the creation of short, simple articles about Thai culture, cuisine or tourism. The articles have been of varying quality, but most have needed or will need some clean-up or copyediting. Recent examples from yesterday include Phum khao bin pattern, Kranok pattern, Mo Hin Khao, Sam Phan Bok, Thonburirom Park, Jinapanjara, Suea rong hai, Black beans sticky rice (has WP:NOTCOOKBOOK issues), Formula Hmong (WP:Notability issues), Thai kites (some sentences appear copy-pasted), Kanom Chun (redundant with an existing article) and Toom Junthanit (at AfD due to WP:BIO1E).

On the whole, the articles are mostly of notable encyclopedic subjects, don't appear problematic in terms of text copyright, and include a list of references (in Thai, with quite a few not quite satisfying WP:RS requirements). Common issues include the use of copyvio images (necessitating deletion on Commons) and arbitrary spellings of titles (necessitating renames to suit WP:AT). Also, many of these articles are first created through the WP:AFC process, only to be failed for some reason (usually relying on Thai websites for references), and then copy-pasted into the main space by the creators anyway, especially as a deadline seemingly approaches. There have also been problems with editors reverting edits and restoring improper content to articles (usually those with NOTCOOKBOOK issues). I'm concerned that this probably means the students are being scored based on an article's final appearance, which raises further concerns of regular editors inadvertently "helping" them do their homework (or deleting it). This isn't really Wikipedia's problem, but the involved parties should be made aware of the issue.

Though I initially received no responses from the student editors to my requests for information, I've since received a reply saying that the assignment belongs to an English writing course, LNG107, at the King Mongkut University of Technology Thonburi. I've contacted the university, whose staff provided contact details for the two course coordinators. I'm not familiar with the policies and processes of Wiki Ed, so I'm not quite sure how best to approach the issue and establish communication. Hope someone can help or take over from here. --Paul_012 (talk) 09:04, 26 April 2017 (UTC)


 * Thanks for the legwork in determining the class information. Regarding Wiki Ed in particular, we handle the Education Program in the United States and Canada, but anyone is free to use our resources (see our website or this Commons category) and the Programs and Events Dashboard, which is a fork of the Dashboard software Wiki Ed uses, including help materials and training. On the Outreach Wiki there's a page with some information about the Education Program in Thailand here: outreach:Education/Countries/Thailand. Also pinging to see if he may be able to make a connection. --Ryan (Wiki Ed) (talk) 14:12, 26 April 2017 (UTC)
 * Thanks for the ping. I've shared this with Nichole who is in charge of the Asia region on our team. I'll see if she can reach out to the coordinators. Also fixing the Outreach interwiki link for the country page above. TFlanagan-WMF (talk) 18:03, 27 April 2017 (UTC)

Campus Ambassador application: Bennett Molemohi

 * 1) Why do you want to be a Wikipedia Ambassador?
 * Couse i know everything
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * I.T and agent Field ,Business man
 * 1) What is your academic and/or professional background?
 * I.T and agent field ,business man
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * I understand my work is delight and exhilaration of wikipedia power.i also understanding the importance of mastering all that power of wikipedia.My full state of mind will delivery a optimum performance of wikipedia projects.my power will be spread the in a world and become a part of living of wikipedia. (OPTIONAL)
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * YOUR ANSWER (OPTIONAL)

Uhh--- no? While I understand if you have English as your second language, this reads as WP:TRYHARD (which doesn't exist... yet) for the position, with some orange flags along the way, but also as the text equivalent of this individual's signature. Creeper Ninja (talk) 23:27, 26 April 2017 (UTC) P.S. that bit about "mastering all that wikipedia power" gives me the spook
 * Discussion

Proposal for update in the student instructions for moving drafts into mainspace
I've seen quite a few instances lately of students working in their sandbox on copies of existing articles and then moving their expanded versions into a new title in mainspace. This creates duplication. In the best scenario, the effect is a bit of extra work for folks like me who'll try to merge the student's contrubutions. But what commonly happens is that either the duplication doesn't get noticed, or that if it gets noticed the commnuity's response would be either to delete the duplicate article per WP:A10, or to redirect it without bothering to merge the new content. This is bad – we're losing out on good new content.

I don't think we can change the behaviour of established editors, but we can make it explicit in the instructions that when a drafts is finished, a student should merge it into the relevant article, if one exists. This is already explained at WP:STUDENTS, but I think the two other "manuals" I've encountered (https://dashboard.wikiedu.org/training/students/sandboxes/move-out-of-the-sandbox and p. 13 of https://upload.wikimedia.org/wikipedia/commons/e/e5/Editing_Wikipedia_brochure_%28Wiki_Education_Foundation%29_%282016%29.pdf) could be updated. – Uanfala (talk) 11:13, 7 May 2017 (UTC)
 * I think providing further guidance to students on a variety of things would be a good idea. I too have come across cases where a number of students have copied-and-pasted what look to be entire articles into their sandboxes as part of a school project. Re-adding their efforts to the article mainspace as a "new" article not only creates problems with duplication, but it also creates problems with WP:CWW since they often do so with out proper attribution. There should really be no need to create a completely "new" article when an existing article can be improved upon. Maybe the instructors of these courses need to be made better aware of this kind of thing, and should be asked to explain it or at least explain it better to their students. I think part of the reason this kind of thing might be happening is that student seems to be being graded on their work. Getttng a good grade is probably more of a concern to them than Wikipedia's various policies and guidelines; they seem ot be treating what they are doing more like a term paper and prefer to have total control of their work and grade. Maybe they have tried being bold and editing existing articles, but have their work undone by others for one reason or another. Personally, I don't think it should make a difference to students whether their work is evaluated as a userspace draft or an article, but some students seem to feel it does. I think some may feel that having a published article will help them get a better grade. -- Marchjuly (talk) 01:06, 8 May 2017 (UTC)
 * I noticed the problems with those two resources, and as soon as the semester slows down I'm going to work with Ryan to improve them. In the meantime, this is what I've been pointing students towards. Ian (Wiki Ed) (talk) 18:31, 8 May 2017 (UTC)
 * Ah, good. I'm glad to hear this is on the agenda. Thanks! – Uanfala (talk) 19:56, 8 May 2017 (UTC)

Article that is possibly part of an education project
According to the edit history of the Vinegar Hill, Brooklyn article, there are several editors whose sole contribs are to that article. Looking at their userpages, it looks like these users are part of the course Wiki Ed/CUNY, City Tech/Learning Places LIB-ARCH 2205 (Spring 2017) (part of a City University of New York class). However, this isn't indicated on the article's talk page or the course page.

The users are, and the instructor is , not that they have done anything wrong. I was simply wondering if I should add the banner that this is part of an education project on the talk page epicgenius (talk) 00:22, 8 May 2017 (UTC)


 * tl;dr version: should I add the banner? epicgenius (talk) 15:11, 8 May 2017 (UTC)

Yes, please add the banner to indicate that the Vinegar Hill, Brooklyn article is part of an education project for the course. Students are expected to fulfil the Wikipedia assignment by 5/24/17. --Outdoorus (talk) 17:32, 8 May 2017 (UTC)


 * Thanks. it's generally good to have students add the titles of the articles they work on to the Dashboard (under the Students tab). That will automatically add the banner. It also makes it so you can gather metrics about the article and view student contributions to it within the Dashboard (without sifting through article histories to look for their contributions). You can also manually assign articles to students yourself if you find that easier. --Ryan (Wiki Ed) (talk) 20:16, 8 May 2017 (UTC)

Use of article talk pages
Hi, this project is a great idea. In recent months there have been two rushes of students (from two classes, presumably) posting homework-style opinion/review comments at article talk, each in its own thread. (FYI, the example here is Climate change.)   In these cases the remarks do not appear to be students engaging in editing to improve the article (as part of class). Instead they seem to be merely writing drive by opinion pieces (aka reviews). Do the training materials for educators address proper use of article talk pages? To me, a class that grades students on their active engagement as editors would be wonderful, but the driveby opinion pieces is noise. How does the project address this? Disclaimer..... the second course I described did tell students to use their sandbox; apparently the students just overlooked that instruction. NewsAndEventsGuy (talk) 01:29, 8 May 2017 (UTC)
 * I've noticed this as well. It seems that as part of some of these class projects, the students are also being asked to review drafts, etc. of their classmates. These comments, while made in good faith, do simply tend to be more forum-like than what should be expected on an article talk page. Some students are correctly pointing out problems, but seem reluctant to fix things themselves out of deference to their classmates. I guess these types of comments could be considered OK for userspace drafts, but in many cases they are being moved with the talk page when the student moves the draft to the mainspace. Perhaps the instructors of these courses are not themselves familiar with WP:TPG since some of them seem to have very little experience at editing themselves. -- Marchjuly (talk) 02:26, 8 May 2017 (UTC)
 * Thanks; I am not familiar with the training materials that are provided instructors or the extent to which they are pushed to complete training before launching a project.  I'm hopeful that the training is well done and mandatory, and that use or article talk pages is explained well.  Do you know about those things? NewsAndEventsGuy (talk) 17:47, 8 May 2017 (UTC)
 * - you can see all the training modules Wiki Ed has built for instructors and students here. New instructors are required to take the new instructor orientation training before creating their first course page, in order to use the Wiki Ed Dashboard. Ian (Wiki Ed) (talk) 18:26, 8 May 2017 (UTC)
 * Thanks Ian, but time's short so instead of wading through the materials I hoped someone with knowledge would be sufficiently grateful for the well intended feedback to provide short answers here. NewsAndEventsGuy (talk) 19:10, 8 May 2017 (UTC)
 * Oh, sorry - that was only half the response I intended to give. I'd like to take some time this summer to look back over some of these modules through the lens of common misconceptions I encounter, and see whether there's room to make things clearer or head off problems. Ian (Wiki Ed) (talk) 19:55, 8 May 2017 (UTC)
 * That's barnstar material, awesome! NewsAndEventsGuy (talk) 00:15, 9 May 2017 (UTC)
 * This has been a very long-time problem with class projects, been going on for years, with students each making their own talk page section to tell the student editor who worked on the page what a good job they did (I'll give you a good review if you give me a good review). If I get sufficiently annoyed by it, I'll alter the talk page section headers, so that all of the reviews are subsections of a section called "Student project". And after the course appears to be over, I'll sometimes hat the whole thing. --Tryptofish (talk) 23:10, 9 May 2017 (UTC)
 * Thanks for commenting, and just to clarify in the cases I've described the students did not work on the page. They only wrote a critical reviews of the page.  Might as well have turned 'em in on notebook paper.  NewsAndEventsGuy (talk) 01:13, 10 May 2017 (UTC)
 * I misunderstood, thanks for correcting me. But that's even worse! And I've been seeing it too. Here's an idea: instructors, it's great to have a class where students evaluate and comment upon Wikipedia – but they do not have to post their comments on Wikipedia in order to do that. And if their comments do not really contribute to the editing process, they should not do it here. Evaluations of Wikipedia are a fine topic for term papers or other assignments handed in, in class. (Please don't get me wrong: I'm in favor of assignments where students do offer helpful opinions.) By the way, a recent high-profile conflict in which students were led to make edits that violated NPOV could have been avoided entirely if that same advice were followed. --Tryptofish (talk) 20:54, 10 May 2017 (UTC)
 * Yep! Right on NewsAndEventsGuy (talk) 21:09, 10 May 2017 (UTC)
 * Maybe I'm missing something here, but posting a review of the quality of an article or of another editor's recent edits to it seems like a perfectly reasonable use of an article talk page. Considering the volume of nonsense that gets posted on Wikipedia on a regular basis, students posting reviews of articles seems perfectly benign, and in fact it comes off as a little insular to object to reviews that came about through something other than our own internal Official Content Review Processes. If they're being posted on a talk page that's already high-traffic, it might be better to have them do it on subpages or review each other's work on their own talk pages, but in the general case this seems to me to be a complete non-issue. When I see these I usually just ignore them. Opabinia regalis (talk) 23:16, 10 May 2017 (UTC)
 * I'm probably a lot of worse things than insular, but you and I agree about this probably more than you realize. Remember what I said about "Please don't get me wrong". But if you are ignoring some of the comments, that probably means that you did not find them particularly useful. The problem as I see it is when the comments are really not directed towards improving the page, and that happens a lot. I get it, that we also get plenty of clueless comments from non-student editors. But students arrive in large numbers at the same time, and that can make it more intrusive. I get a little tired of stuff like "This page is very well written. Maybe you could cite a few more sources. The end." --Tryptofish (talk) 00:36, 11 May 2017 (UTC)
 * And my approach of grouping the comments together as subsections of a single section is hardly disregarding their comments. When I see an intelligent student comment on a page I edit, I often reply to it. I've even implemented suggested edits. And I'm sure that I'm right about how it is sometimes a better class plan to have the students submit their work off-wiki. --Tryptofish (talk) 00:47, 11 May 2017 (UTC)
 * Well, I mean that I ignore them because I think it's probably not so useful if random strangers interrupt while they're reviewing/editing/etc., unless there's some glaring error that needs fixing. But I usually see them on otherwise low-traffic pages. I see how this is annoying on a very high-traffic page, and would be better off on a review subpage similar to how GA reviews are structured, but that's just a matter of logistics. The earlier comments in this thread strongly suggest these review type posts are inappropriate talk page material per se (and should be officially discouraged by the education project, and should even be removed before moving to mainspace!), which I disagree with. Opabinia regalis (talk) 22:57, 11 May 2017 (UTC)
 * I think we all agree that review-type posts are not automatically bad. But they very frequently, maybe even usually, are not helpful to page improvement and not even directed towards page improvement – as I said, I see an awful lot of "I'll give you a positive review if you give me a positive review." When I at least group such comments together, that's not much different than a review subpage. And there is nothing wrong with giving students and instructors advice about good and bad practices for talk page comments, which in fact is a good thing to do. I also think that a lot of good-faith editors feel like they are afraid to touch anything posted by students, for fear of being bitey or doing harm to the course, so I make a deliberate effort to get the message out that it's appropriate to treat student editors the same as all other editors: neither better nor worse. --Tryptofish (talk) 02:03, 12 May 2017 (UTC)
 * Just want to throw this out there/plant a seed: Unlike the contributions of a typical new editor, these evaluations are prompted/directed (by their instructor and/or the Dashboard timeline). That means there's a mechanism for intervention and instructions/processes that could, theoretically, be improved to address the issue (other than simply restricting it to sandboxes). This is, sorry to say, something else that, for our part, we would need to revisit over the summer, but to plant a seed: are there ways the specifics of the evaluation assignment could be tweaked to better guide students to contribute something more meaningful to an outside audience? For example, discouraging empty praise, offering more examples of things to look for, etc. --Ryan (Wiki Ed) (talk) 03:12, 12 May 2017 (UTC)

@Opabinia, I see this problem at high traffic and contentious articles already under arb DS control (specifically, climate change see WP:ARBCC). Let's breakdown student "contributions" into two broad categories
 * A  When students, through careful guidance by their instructor, seek to improve our articles
 * B  When students, to check off some homework and get a grade write something and are never seen or heard from again

To my knowledge, the only time I have engaged a student project on climate pages they have been squarely in the second category. That traffic has several problems which include
 * They are arguably WP:FORUM in nature
 * Contrary to the TPG they are not intended to improve anything (except the students' grades)
 * They abuse the freetime of true editors, who have these pages watchlisted
 * They clutter up archives
 * Usually they are not identified as being part of a class project, and their op-ed review posts are sometimes hard to distinguish from the typical FORUM-disruption posts that make frequent appearances at pages under DS arb rulings.

Tip of my hat to Tryptofish who has taken time to refactor individual posts of this type into a single class thread. The first time I encountered this, I expended my freetime and my braincells to do the same, at the expense of more constructive activities. The second time I encountered driveby off the cuff opinion-izing, I noted the class project concept includes the aspect of taking feedback from others, so I wasted the driveby, non-improving homework assignmnets as cluttering FORUM type remarks, and directed students to their course instructions, which clearly said to put that stuff in their user sandboxes.

In conclusion, yes, remarks in category B are indeed inappropriate talk page material, per se. They are not intended to improve a damn thing, and the nutshell bubble at WP:TPG clearly states "This page in a nutshell: Talk pages are for improving the encyclopedia, not for expressing personal opinions on a subject or an editor." NewsAndEventsGuy (talk) 20:23, 12 May 2017 (UTC)


 * On that note, the topic of education projects working in DS areas needs to be on the list of things to discuss this summer. I'm not going to say it should be prohibited, but instructional material should be developed that clearly explains the DS system to instructors. – Train2104 (t • c) 21:28, 12 May 2017 (UTC)
 * Agree that "student editing in DS areas" would be good to discuss in more depth, since that issue has come up a few times now. (I'm not sure the best way to approach it, considering that very large topic areas are under DS at this point, but for sure instructors should be advised of which topic areas those are, and anything under ECP.)
 * I don't see much difference in principle between student editing and editathons or wikicup participation or anything else with some sort of secondary goal. I generally ignore student work while it's ongoing, unless it's introducing blatant errors or someone has specifically asked for help, for the same reason I generally ignore editathon participants and other similar efforts - the people doing the work have time constraints I'm not likely to follow, so I'll just look later if I feel the need. "Cluttering" talk pages with comments that are sort of uninteresting but aren't inherently disruptive (like soapboxing about the topic, calling the subject of an article a jerkface, spamming the commenter's blog, etc.) is one of those mild irritants like the fact that the Starbucks near my office is always crowded or running into that one neighbor who always wants to chat while I'm trying to catch the bus, i.e. not really worth the effort of being irritated about.
 * The reason I posted in this thread is that several people seemed to agree that this was an Actual Problem worth the attention of the education project to address. But rarely do people who think something isn't much of a problem bother to say so. Educational materials best serve their purpose when they are brief and focused and only address things that are very important, so I thought it would be relevant to point out that this may actually be a self-selected group and/or an unusual example and it may not be as high-priority wiki-wide. I can certainly think of other things that I'd rather see better educational materials for than article reviews that are somehow insufficiently well-acculturated. (For example, students are some of the worst offenders when it comes to "yeah, I totally read that MEDRS thing, but I still think it's a good idea to cite this Buzzfeed article about the top 15 cancer-fighting superfoods.") Opabinia regalis (talk) 04:55, 15 May 2017 (UTC)
 * Dear Starbucks Manager: I patronize your place to enjoy the goods and services you offer.  Lately a bunch of young people have been hanging out without buying anything from you, yet they take up all the tables and parking and it takes me an extra 10 minutes fighting through the crowd before I can order.  Would you please enforce your non-loitering policy, else you may lose this loyal customer. Sincerely,  NewsAndEventsGuy (talk) 13:32, 15 May 2017 (UTC)

Campus Ambassador application: USERNAME

 * 1) Why do you want to be a Wikipedia Ambassador?
 * YOUR ANSWER
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * YOUR ANSWER
 * 1) What is your academic and/or professional background?
 * YOUR ANSWER
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * YOUR ANSWER (OPTIONAL)
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * YOUR ANSWER (OPTIONAL)


 * Discussion
 * If you have come here to apply for either the Online Ambassador or Campus Ambassador positions, please be aware that you need to have an edit history on the site so that you can be adequately evaluated by the team. If you are making your first edit ever on this site, you will also be automatically rejected unless you can provide other accounts that are yours. Thank you for your understanding, and happy editing! Do you have another account? —  xaosflux  Talk 11:46, 12 May 2017 (UTC)

Campus Ambassador application: RachelWex

 * 1) Why do you want to be a Wikipedia Ambassador?
 * I have been doing outreach for Wikipedia for a few years now at my university, and did not know that this program existed, so I thought I would make myself official. :)


 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * I live in Minnesota and currently work as a librarian and associate professor at St. Cloud State University in St. Cloud, Minnesota. I am happy to visit any educational institution, library, archive, museum, or other cultural heritage institution to help them with Wikipedia efforts. I have already worked with St. Catherine's University, Minneapolis Institute of Arts, Minneapolis Central Library, and the Minnesota Digital Library, as well as St. Cloud State University.

I am a librarian. I have taught courses on social media, research strategies, and LGBT Studies. I originally started out as an English teacher and an ESL tutor. My subject areas of expertise include English, writing, higher education administration, social media, communications, history, LGBT studies, food in history/food in culture/food science. I write book reviews and encyclopedia entries related to LGBT Studies and food as well.
 * 1) What is your academic and/or professional background?

I have organized and facilitated five edit-a-thons at my university, and assisted in the facilitation of others around the state. I also create and edit Wikipedia entries myself, and currently am analyzing page views and edits on popular pages identified by WikiProjects in my areas of interest.
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.

I have over 20 years of teaching experience, and am accustomed to working with diverse populations, including people who speak languages other than English.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?

RachelWex (talk)


 * Discussion
 * Hi - this program is mostly defunct so I'm not sure if you will find any use for it. Have you completed the Training/For Ambassadors? —  xaosflux  Talk 23:02, 22 May 2017 (UTC)

Wiki Ed Monthly Report for April 2017
Hi all. For those interested, Wiki Ed's Monthly Report for April 2017 is now available on Commons as a PDF, on Meta, or on our blog. Please let me know if you have questions. --Ryan (Wiki Ed) (talk) 22:01, 1 June 2017 (UTC)

Campus Ambassador application: nitesh

 * 1) Why do you want to be a Wikipedia Ambassador?
 * Wikipedia is a online library where a student can find all the information more than a book. i like to spread it as much as possible in my college,university and the place where i live.As a campus ambassador i can guide people and can solve their problem i various issues and more.
 * 1) Where are you based, and which educational institution(s) do you plan to work with as a Campus Ambassador?
 * I would like to work in JECRC University. In jaipur, Rajasthan and near all the colleges in jaipur.
 * 1) What is your academic and/or professional background?
 * I am student of Computer Science and IT.
 * 1) In three sentences or less, summarize your prior experience with Wikimedia projects.
 * Wikipedia help me i various ways, during my exams if i face any issue in some topics. If i like to know about any thing i trust on wiki and use it as my valuable resource.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * As a wikipedia ambassadoe i have to help the readers online as well as offline, solving their issue and awaring them about various features provided by wiki.


 * Discussion
 * This looks like your first edit, and you appear not to have a registered account. --Tryptofish (talk) 19:47, 23 May 2017 (UTC)

Multiple copyright violations
I have noticed many photos of chemists uploaded by students who are apparently working on this project: Wiki Ed/UCLA/CHEM 172 (Spring 2017). Most are copyright violations - they are simply taken from online sources such as the chemists' pages at their academic institutions and then are misleadingly claimed to be the students' own work. ChemNerd (talk) 17:15, 9 June 2017 (UTC)
 * Yikes. Thanks for bringing this up. Looking into it now. Will post an update soon. --Ryan (Wiki Ed) (talk) 17:39, 9 June 2017 (UTC)
 * We've reached out to the instructor to talk about copyright issues and make sure students have gone through the images/copyright trainings. In the meantime, we're going to go through all of this class's images to evaluate the licensing. Since chemistry is not an area I have much experience with, I'm not sure at what point an image of a structure is complex/creative enough to move out of the public domain. My impression is that an image like this -- File:ZntPP.jpg -- would be squarely in the public domain (i.e. PD-chem), but it's less clear when it comes to e.g. File:First infinitely repeating actinide metallocene polymer.png, which comes from an apparently non-free source. Or perhaps File:ZK-5.tif, although I have no reason to think this wasn't created by the student. According to the professor, most of the diagrams were created in ChemDraw. --Ryan (Wiki Ed) (talk) 17:57, 9 June 2017 (UTC)
 * I only checked the three files about chemical structures that you linked here. The first and the third are fine, because they are described as "own work" and there is nothing inherently copyrightable about chemical structures, per se. However, the middle one is taken from a copyrighted publication, and as such, is a violation. It should be deleted both here and at Commons, but it can be replaced by an "own work" image conveying the same information. --Tryptofish (talk) 00:46, 10 June 2017 (UTC)
 * The files that I was most concerned about are the photos such as these: File:William J. Evans.png File:Dr Kimberly Reene Dunbar.pdf File:LMW cropped portrait (1).jpg File:Don Tilley.png File:William Tolman.jpg File:Clark Landis.pdf File:Prof che.jpg File:Doctor Karen I. Goldberg.jpg.  For chemical structures, I think you are right that PD-chem will cover the simple ones but it quickly becomes a grey area once they become more complex and/or creative.  Diagrams created by the students themselves in ChemDraw shouldn't be a problem in any way.  ChemNerd (talk) 18:31, 9 June 2017 (UTC)
 * Ok, thanks. We've gone through the lot of them (and I see you've tagged several, too -- thanks). We tagged a few for speedy deletion, but I think most are actually alright (diagrams that, although the headshots clearly were not "own work", do seem to have been created by the students or in the public domain). --Ryan (Wiki Ed) (talk) 18:41, 9 June 2017 (UTC)

Muniranz
Muniranz (talk) 11:58, 10 June 2017 (UTC)
 * 1) Why do you want to be a Wikipedia Ambassador?
 * Improve an understanding of language translation in website especially Google and Wikipedia. As what I see it just a stepping stone before me make further step in collaborate with education institute for develop and growth wikimedia in Malaysia.
 * 1) In three sentences or less, summarize your involvement with Wikimedia projects.
 * I use as a library for a data and information, I learning history of past and culture as it is useful like archive. Still need explore more.
 * 1) Please indicate a few articles to which you have made significant content contributions. (e.g. DYK, GA, FA, major revisions/expansions/copy edits).
 * Wikimedia Foundation 2017 Election. Edit translation to Malay language.
 * 1) How have you been involved with welcoming and helping new users on Wikipedia?
 * Not yet but looking for opportunity for it.
 * 1) What do you see as the most important ways we could welcome newcomers or help new users become active contributors?
 * Improve second language as little contribution to public.
 * 1) Have you had major conflicts with other editors? Blocks or bans? Involvement in arbitration? Feel free to offer context, if necessary.
 * Not yet and try to evade it.
 * 1) How often do you edit Wikipedia and check in on ongoing discussions?  Will you be available regularly for at least two hours per week, in your role as a mentor?
 * I just realize how i can contribute and soon i will regularly available to fill my responsible to/and contribute.
 * 1) How would you make sure your students were not violating copyright laws?
 * I will learn how it should be done in track and catch the offender.
 * 1) If one of your students had an issue with copyright violation how would you resolve it?
 * Give an advice and option with little extra reasonable timeline
 * 1) In your _own_ words describe what copyright violation is.
 * Irresponsible, didn't have spiritual conscience in self believe.
 * 1) What else should we know about you that is relevant to being a Wikipedia Ambassador?
 * I am Malaysian and as what i see there nothing related wikimedia with malaysia. it will be honor for me to be pioneer in this country.

Endorsements
(Two endorsements are needed for online ambassador approval.)
 * Speedy decline for user with no experience on this project. OhanaUnitedTalk page 23:22, 10 June 2017 (UTC)

Anyone here working with Deerwalk Sifal School?
I've had to oversight a substantial number of userpages from students at this school in the last few minutes. There's a suggestion that they may be part of the WEP; if so, can anyone who is in contact with their teacher please ask them to stop advising their students to post all of their personal information online? I'm not convinced they are (the school is in India), but on the offchance...

Fortunately the school seems to have been caught in a rangeblock for the time being, which has put a halt on the creation of inappropriate userpages. Yunshui 雲 水 11:24, 14 June 2017 (UTC)
 * There's a page for Nepal on the Outreach Wiki, which includes emails but not usernames. Pinging to see if he knows someone who may know what's going on (or who can get in touch with the teacher). --Ryan (Wiki Ed) (talk) 12:55, 14 June 2017 (UTC)
 * If the school is in India or Nepal (unclear from above) my colleague is the point person for the Asia region and may be able to connect them with some community members. I've reached out to see if she has any ideas. Thanks for the ping, ! TFlanagan-WMF (talk) 15:22, 14 June 2017 (UTC)
 * I've pinged the Nepal users listed on the outreach page, and have also contacted the school to see if they can send any educators our way. Thanks for making us aware of this! --NSaad (WMF) (talk) 23:21, 15 June 2017 (UTC)
 * Deerwalk Sifal School located on Nepal in this not any program conduct in this school. I will try to connect with Deerwalk Sifal School teacher or coordinators hope we reach soon Nawaraj Ghimire (talk) 04:41, 16 June 2017 (UTC)
 * Hi All, We Wikimedians of Nepal is running Wikipedia Education Program for a week. We've 22 students and 4 teachers taking part in the program. Students were given assignment to create userpages they were range blocked for the edits of the user not involved in our program. I'll soon make a proposal page and update with you. saroj (talk) 06:00, 21 June 2017 (UTC)

Wiki Ed Monthly Report for May 2017
Hi everyone. For those interested, Wiki Ed's Monthly Report for May 2017 is now available on Commons as a PDF, on Meta, or on our blog. Please let me know if you have questions. --Ryan (Wiki Ed) (talk) 16:42, 6 July 2017 (UTC)

Adding an additional instructor to my course
I am currently running a course as an instructor (International Human Rights Law/Semester Two 2017 at University of Canterbury, NZ). I am wanting to add the other two course lecturers as "instructors" for the Wikipedia assignment. I'd be grateful for some advice on how to do that. thanks! Humanrights4nz (talk) 10:25, 24 July 2017 (UTC)
 * can you help? --LiAnna (Wiki Ed) (talk) 17:23, 24 July 2017 (UTC)
 * On the page Education_Program:University_of_Canterbury/International_Human_Rights_Law_(Semester_Two_2017) there is an "add an instructor" button - can you see it? If not, what are the usernames of the other instructors? — xaosflux  Talk 19:44, 24 July 2017 (UTC)

Thanks for your reply.I can't see the "add an instructor" button. One of the other instructors is Hrlecturer - currently listed as a student. The other does not yet have a username. I'll be back in touch when she does. Thanks. Humanrights4nz (talk) 23:16, 24 July 2017 (UTC)
 * per your request, I added User:Hrlecturer as an additional instructor on your course. — xaosflux  Talk 23:34, 24 July 2017 (UTC)


 * Thanks for your help with adding the user as an instructor on the Education Extension. TFlanagan-WMF (talk) 20:07, 25 July 2017 (UTC)
 * I wanted to flag the Programs and Events Dashboard for you, as an alternative to the Education Extension. This tool should be replacing the Education Extension in the future. It is available for all global outreach programs (Education, GLAM, etc) and we are working on improving the tool's documentation on Meta. TFlanagan-WMF (talk) 20:07, 25 July 2017 (UTC)

Thanks for all your help. Please could sfr48 be added as an "instructor" for this course too? Thanks.Humanrights4nz (talk) 05:12, 1 August 2017 (UTC)
 * I have added as an additional instructor on your course. Alex ShihTalk 06:15, 1 August 2017 (UTC)

Discussion at Administrators' noticeboard/Incidents
You are invited to join the discussion at Administrators' noticeboard/Incidents. – Train2104 (t • c) 01:13, 6 August 2017 (UTC)
 * BTW a likely institution and possible courses have been identified in case anyone with experience wants to approach possible instructors. Nil Einne (talk) 09:11, 7 August 2017 (UTC)
 * Thanks. Responded in the ANI thread. --Ryan (Wiki Ed) (talk) 14:27, 7 August 2017 (UTC)

Student enrolment in International Human Rights Law
Some, but not all, students are having difficulty enrolling in this course. They are getting the following error message:

[WX-TMApAADoAAHgV@FcAAAAC] Fatal exception of type "MWException"

Any help to fix this would be gratefully received.Humanrights4nz (talk) 02:16, 1 August 2017 (UTC)
 * Is this something you can help with? Can't say I've come across this issue before. --Ryan (Wiki Ed) (talk) 14:29, 7 August 2017 (UTC)
 * I've never seen that before. Sounds like an issue with the Education Extension. In the meantime, you could use the Programs and Events Dashboard to organize and track your course? I'm not surprised there are issues with the extension and it will need to be depreciated and retired in the future. A bug can be filed on Phabricator here. TFlanagan-WMF (talk) 16:14, 7 August 2017 (UTC)
 * Thanks for the ping! TFlanagan-WMF (talk) 16:14, 7 August 2017 (UTC)
 * and do we actually still need the entire education extension for anything Wiki Ed related? —  xaosflux  Talk 19:54, 7 August 2017 (UTC)
 * I'm not 100% sure - but I seem to recall this being related to not having a gender preference enabled in Special:Preferences. — xaosflux  Talk 19:54, 7 August 2017 (UTC)
 * Possibly related to T95839. — xaosflux  Talk 02:24, 10 August 2017 (UTC)