Pedagogic Activity of Peter Stallinga

University of The Algarve

August 2011

Contents


Documents:

1. Academic activity
2. Pedagogic activity (current)
3. Technical analysis scientific production
 In the current document:

1. Introduction
2. Teaching load
3. Disciplines
4. Other pedagogic activity

1. Introduction

This is the document summarizing my pedagogic activity, most of which was done at the University of The Algarve. To switch to the document showing my full academic activity, click here. The document is written in English in order to increase the number of people that can read it.

The noticeable feature of the pedagogic activity that immediately sticks out is the multi-disciplinarity. This I consider a strong point. In modern academic society, the tendency is to have many cooperations and people from various backgrounds to join forces to attack a challenge. In recent times, it no longer serves to be an expert in one area. One has to be able to communicate with many other areas.
In fact, my entire academic life is an example of such multi-disciplinarity. While having a specialization in Physics of Semiconductors (PhD Physics, Amsterdam 1994), I am now working in the department of Electronics and Informatics where I study electronic materials by electrical techniques and have given lectures of disciplines covering three scientific areas, namely Physics, Electronics and Informatics. The picture on the right shows how these three areas were represented in the lectures given by me.

In what follows, the disciplines are analyzed in more detail (with the exception of Electronics I and Electronics III, for which I was never the responsible professor)

All the documents presented here were written by me

1: Teaching load

2: Disciplines analyzed:
3: Other pedagogic activity
RPercentage Areas
For each of the disciplines for which I was responsible I wrote lectures notes (Sebenta).
In order to save paper, the documents (sebentas, exercises, exams, etc. ca. 250 MB) related to the lectures are only available on the accompanying CD or on the internet.
Where indicated, clicking on the associated icons will open documents in the formats of PDF abstract and WinZip Exams. Public domain versions of Acrobat Reader (pdf) and WinZip are available at http://www.download.com

Peter Stallinga, Faro, August 2011.

2. Teaching load


Schedule of lectures given by P.S. at UAlg
Semester
 Disciplines lectured (1)(2) hours
 students (3)
1989-1990
 ExpPhys,: Experimental Physics Labs (University of Amsterdam)
 12
 16
1999-2000, 2nd semester
 INS: Instrumentation (Instrumentação): 2xP
EL2: Electronics II (Electrónica II): 2xP
 12
34
19
2000-2001, 1st semester EL1: Electronics I (Electrónica I): 1xTP
EL3: Electronics III (Electrónica III): 2xP, 1xTP
 9
 25
2000-2001, 2nd semester IC: Introduction to Computing (Introdução à Computação): 2xP
EL2: Electronics II (Electrónica II): 2xP
 12
 35
2001-2002, 1st semester EL3: Electronics III (Electrónica III): 1xP
P1: Programming I (Programação I): 1xP		 6
 23
2001-2002, 2nd semester IC: Introduction to Computing (Introdução à Computação): 4xT, 1xP
E2: Electronics II (Electrónica II): 1xP
 10
 177
9
2002-2003, 1st semester EL3: Electronics III (Electrónica III): 2xP
P1: Programming 1 (Progamação 1): 1xT
Final year project
 9.5
 21
101
2
2002-2003, 2nd semester IC: Introduction to Computing (Introdução à Computação): 2xT
FCE: Physics of Electronic Components (Fundamentos de Componentes Electrónicos): 2xT, 1xP
Final year project
 5.5
 142
9
2
2003-2004, 1st semester PI: Imperative Programming  (Programação Imperativa): 2xT, 1xP
E2: Electronics II (Electrónica II): 1xP
Estagio: students of Informatics Teaching in Odemira (Alentejo)
 9
 74
5
2
2003-2004, 2nd semester IC: Introduction to Computing (Introdução à Computação): 2xT, 2xP
Estagio: students of Informatics Teaching in Odemira (Alentejo)
 9
 125
2
2004-2005, 1st semester
 PI: Imperative Programming (Programação Imperativa): 4xT, 1xP
E2: Electronics II (Electrónica II) 2xT, 1xP
 12
 191
35
2004-2005, 2nd semester IC: Introduction to Computing (Introdução à Computação): 2xT, 1xP
 5
 122
2005-2006, 1st semester
 PI: Imperative Programming (Programação Imperativa): 4xT, 1xP
E2: Electronics II (Electrónica II) 2xT, 1xP		 12
 175
39
2005-2006, 2nd semester
 IC: Introduction to Computing (Introdução à Computação): 2xT, 3xP 11
 136
2006-2007, 1st semester
provisory
 E2: Electronics II (Electrónica II) 2xT, 1xP
INS: Instrumentation (Instrumentação) 2xT, 1xP
 10
 ?
2006-2007, 2nd semester
 sabbatical leave 0

Module
Disciplines lectured (1)(2)
contact
hours
(3)
students
(4)
2007-2008, blocks 1-3
 sabbatical leave
 0
2007-2008, block 6/6
 INS: Instrumentation (Instrumentação / Instrumentação Electrónica): 2xT, 2xP, 1xTP
 106
 40
2008-2009, block 3/6
2008-2009, block 5/6
 E2: Electronics II (Electrónica II): 2xT, 2xP, 1xTP
INS: Instrumentation (Instrumentação / Instrumentação Electrónica): 2xT, 2xP, 1xTP 		73
106
27
38
2009-2010, block 1/4
2009-2010, block 1/4

2009-2010, block 2/4
 E2: Electronics II (Electrónica II): 2xT, 1xP, 1xTP
IALP: Introduction to laboratory and programming (Introdução à Actividade Laboratorial e à Programação): 2xP
INS: Electronic Instrumentation (Instrumentação Electrónica): 2xT, 1xP, 1xTP
73
55

106
8
57

20
2010-2011, block 1/4

2010-2011, block 2/4
2010-2011, block 4/4
 IALP: Introduction to laboratory and programming (Introdução à Actividade Laboratorial e à Programação): 2xP
INS: Electronic Instrumentation (Instrumentação Electrónica): 2xT, 2xP, 1xTP, 1xOT
E2: Electronics II (Electrónica II): 2xT, 1xP, 2xTP, 2xOT
 48

83
80
 30

15
24
2011-2012, block 1/4

2011-2012, block 1/4
2010-2011, block 2/4		 IALP: Introduction to laboratory and programming (Introdução à Actividade Laboratorial e à Programação): 2xT, 2xTP, 2xP
E2: Electronics II (Electrónica II): 2xT, 2xP, 1xTP, 1xOT
INS: Electronic Instrumentation (Instrumentação Electrónica): 2xT, 2xP, 1xTP, 1xOT
 104

80
83
 ?

?
?
notes:

(1) bold: responsibility for the discipline
(2) T = 1 hour theory, P = 3 hours practical, TP = 1.5 hours exercises
(3) italics: number of students in groups of P.S.

summary:



3. Disciplines


3a IALP

In 2011 the summer holidays are spent on preparing an unprecedented discipline, namely IALP, introduction to laboratory activity and programming. This is a remarkable discipline since it does not come with a clear aim but 'to motivate the students' and is therefore clearly a discipline that is in the realm of a Full Professor (Professor Catedrático), a professor that is the 'face' and the 'engine' of the department. As such it is the most prestigious discipline given by me so far and an honor to see that my colleagues evaluate me already as Full Professor (they repeatedly mentioned and voted me as the best lecturer for this discipline).

The challenge is even bigger given the fact that there is no money whatsoever available, so everything is done at near zero-cost. Moreover, also no assistants were attributed to the discipline. Even so, with some private injection of money, some interesting experiments were designed.

At the moment of this writing (18 August 2011) the practical part (8 lectures of 3 hours) is prepared:

Copies of the labscripts can be found on the CD. The exercises will be light programming in MatLab, although the material is not fully prepared yet at this stage. The theoretical lectures will consist of an overview of the aspects of the entire course (MIEET, Electronics and Telecommunications). Yet, also this is not yet fully ready yet. When you read this, it may already be ready. (Check the on-line version of the CD)

Introduction to Laboratory Activity and Programming
Introdução à Actividade Laboratorial e à Programação

Lecture structure
type
 description
 Frequency
 Total
T
 Theoretical lectures
 2x1 hour per week
 16 lectures
TP
 Exercises
 2x1.5 hours per week
 16 lectures
P
 Practical lectures
 1x3 hours per week 8 lectures

Description
and
Calendarization
Non existent

Lecture documents (work in progress!)
Lecture Notes
T (Sebenta)
Exercises
TP
 Practical
lectures P
Slides
T
 Exams and
homeworks
N/A
Directory Directory

3b. Electronics II

This discipline was given to the students of LESI (Licenciatura em Engenharia de Sistemas e Informática). In the preceeding lectures of Electronics I, the students learn how the basic components of electronics work from an electronics point of view. In the Electronics II it is assumed that the students know how to calculate the gain of simple amplifiers based on bipolar and field-effect transistors. In Electronics II, more complex issues of electronics are treated:
At the theoretical lectures the ideas are presented while in the practical lessons the students have to design and implement the circuits presented in the theoretical lectures. They finish with the design, implementation and optimization of an audio amplifier. Each work is between 2 and 5 weeks of work. The grade obtained for the practical works had a weight of 30% in the final grade.

Problems and recommendations:

One problem encountered with the structure of the lectures is the absence of tutoring lessons (TP). The students never get a chance to test their knowledge in pen-and-paper exercises, while the exam consists mainly of such calculations. This mismatch caused that in one year (2005-2006), nearly everybody failed. In the current year (2006-2007), exercises are given extracurricular.

Statistics:

(courses: ESI)
Academic year
 #students
 #ghost*
 #evaluated
 #passed
 success
rate
2004-2005
 35
 6
 29
 11
 38%
2005-2006
 39
 7
 32
 1
 3%
2006-2007
 38
 5
 33
 10
 30%
2009-2010
 8
 1
 7
 2
 29%
2010-2011
 24
 6
 18
 8
 44%


Electronics II
Electrónica II

Original Lecture structure
type
 description
 Frequency
 Total
T
 Theoretical lectures
 2x1 hour per week
 25 lectures
TP
 Tutor lectures
 N/A
P
 Practical lectures
 1x3 hours per week
 10 lectures

Description
and
Calendarization
paper  (Portuguese)

Lecture documents
Lecture Notes
T (Sebenta)
Exercises
TP
 Practical
lectures P
Slides
T
 Exams and
homeworks
paper Directory Directory
 (1)
 Directory


Note:
(1): Powerpoint not the best medium for these lectures.

3c. Electronic Instrumentation

This discipline is about connecting the various sources of signal ("information") to the electronics and informatics world. This has basically two direct applications. First, it teaches how to process information and signals in an industrial environment and second, it teaches how signals are processed in a scientific laboratory. The difference is best shown in an example: in an industrial environment, the temperature must be measured and controlled; below a certain temperature a heater has to be switched on, above it, it has to be switched off. Simple and cheap circuits are needed. To compare, in an example of a scientific laboratory, we want to scan the parameter 'temperature' and see its influence on the current through for instance a diode. Very accurate information about the temperature is needed. Since the discipline is given to two course simultaneously (Physics Engineering, and Systems Engineering and Informatica), a mixed-approaches is used, with description of both industrial and scientific instrumentation environments.

The discipline treats the following topics:
Because the lectures are destined to only one branch of the course of Engineering and Systems and Informatica (ESI) and Physics Engineering (EFT), the number of students is very reduced (ca. 5). The contact with the students is therefore very well. The lectures consist of theoretical lectures and practical lectures. Once more, the absence of tutoring lectures is detrimental for the quality of the discipline. However, the effects of this lack of tutoring lectures is not yet clear, since this is the first year the lectures are given by me.
A book is in the progress of being written on basis of the lecture notes. First version submitted to Wiley.

Problems and recommendations:

No complete evaluation is done yet because the lectures are currently underway. However, it seems the availability of equipment at the practical lessons is not adequate for given these lectures with a good quality.

Restructuring

Arduino
When restructuring the course from ESI to MIEET the discipline has become non-optional to MIEET. The influx has dramatically increased. However, no investment was done in the practical lectures that now remains nearly completely in the hands of private investments.
In the new version, more emphasis is made on the integration of the threes aspects, Physics, Electronics and Informatics. The most obvious and visible difference is the introduction of the Arduino processor/interface board into the practical lecture. This in practice turned out to be highly motivational for the students. Apart from this, electronic and informatics equipment such as harddisks and electronic boards have been recycled to make use of the electronic components. An example is the practical work on programming a stepper engine from a harddisk with the Arduino board.

Statistics:

(courses: ESI, EF-T)

Academic year
 #students
 #ghost*
 #evaluated
 #passed
 success
rate
2006-2007
 4
 0
 4
 2
 50%
2007-2008
 40
 16
 24
 14
 58%
2008-2009
 37
 14
 23
 6
 26%
2009-2010
 20
 6
 14
 2
 14%
2010-2011
 19
 5
 14
 7
 50%



Electronic Instrumentation
Instrumentação Electrónica

Lecture structure
type
 description
 Frequency
 Total
T
 Theoretical lectures
 2x1 hour per week
 25 lectures
TP
 Exercises

P
 Practical lectures
 1x3 hours per week 10 lectures

Description
and
Calendarization
paper  (Portuguese)

Lecture documents
Lecture Notes
T (Sebenta)
Exercises
TP
 Practical
lectures P
Slides
T
 Exams and
homeworks
paper
 Directory
 Directory
 (1)
 Directory


Note
(1): Powerpoint not the best medium for these lectures.

3d. Fundamentals of Electronic Components

Description:

This dicipline describes the underlying physics of electronic components in more detail. The discipline is vary similar to an a course of physics of semiconductor devices, see for instance the book of Sze, "Physics of Semiconductor Devices". As such, it is not essential for an electronics engineer, but useful for whom wants to understand the behavior of electronics and electronic materials better.
The lectures were given as an option for final-year students of the course ESC (Engenharia de Sistemas e Computação). Because of the lectures were optional, all students arrived at the lectures well motivated which is also represented in the fact that all but one student passed the exam even though the level was high.

The following subjects were covered:
During the theorectical lectures, the ideas are presented. The practical lectures consisted of solving problems which had to be handed in at the beginning of the next lecture each with a study load of approximately 3 hours. These counted for the final mark (20%).
The number of students attending the lectures was reduced (ca. 9) which imposes less demands on the lecture structure and organization and causes an increased contact time per student, and once more increasing the success rate.

Problems and recommendations:

The infrastructures are not adequate for practical lessons (P). Instead, tutoring lessons were given (TP). Yet, practical lessons might be more interesting for the students. However in terms of resources practical lessons would be too expensive and can only be implemented in a rich university.

Statistics:

(courses: ESC)

Academic year
 #students
 #ghost*
 #evaluated
 #passed
 success
rate
2002-2003
 9
 0
 9
 8
 89%

Fundamentals Of Electronic Components
Fundamentos de Componentes Electrónicos

Lecture structure
type
 description
 Frequency
 Total
T
 Theoretical lectures
 2x1 hour per week
 25 lectures
TP
 Tutor lectures
 1x3 hours per week 10 lectures
P
 Practical lectures
 N/A

Description
and
Calendarization
paper  (portuguese)

Lecture documents
Lecture Notes
T (Sebenta)
Exercises
TP
 Practical
lectures P
Slides
T
 Exams and
homeworks
paper paper

(1)
 Directory

3e1 and 3e2. Programming (Introduction to Computing and Imperative Programming)

Description:

This is a purely informatics discipline. Here the students learn how to program and the logic of programming. The aim of the lectures is to teach the student how to solve simple programming tasks. For instance: how to calculate the cumulative saldo given a starting capital and interest rate. The knowledge acquired in the lectures is applicable to any programming language, or even programs like Excell.

There are two different disciplines, Introduction to Computing and Imperative Programming. They are destined for two different types of students. On the one hand is the scientific student and on the other hand is the engineer. They have a completely different outlook on the world and the teaching of programming has to be adjusted to them.
Typical science students (from courses like Physics, Chemsitry, Biology, etc.) don't see the need of studying programming because they will never use it in their entire lifes (they think). They come to the lectures without knowledge and motivation. For these students, PASCAL is the ideal prgramming language because it was designed exactly with teaching in mind. The advantage is that there is no need to go into very much detail about how a computer works. The computer is treated as an ideal machine. From the languages that I know and have experience (ranging from Assembler to Java and FORTRAN to Forth), PASCAL is by far the easiest language to learn, since it is nearly writing in English.
Typical engineering students (from courses like Electrical or Informatics Engineering) on the other hand, see programming as an essential part of their curriculum. Some of them already come to the university with some knowledge of programming, although the underlying theory is often missing. The ideal language for them is C because it is the most widely used language and is well linked to the underlying machine, the computer. Moreover, following disciplines (C++, Java, etc.) are based on the concepts of the C language.
The difference in attitude of the students is also reflected in the way they are treated. More specifically the practical lectures, which are obligatory for science students (IC), meaning that their presence is recorded and a minimum presence is required, whereas for engineers, the practical lectures are unrecorded. This also to avoid students which entered the university with already a large knowledge of programming are forced to be present at the pratical lectures.

In both disciplines, the number of students is very large (100-200 per semester) and for this reason the lectures have to be very stringently organized with a well defined timeline and a clear picture of what is going to be lectured when. In the table at the end, in Description and Calendarization, the structure of the lectures can be found.
The lectures are divided in about 22 blocks with one subject per block. These cover all the basic ideas of imperative ("step-by-step") programming, ranging from conditional execution to pointers. An on-line sebenta was written in HTML to facilitate the studying; often students need to have fast access to the material of the theoretical lectures, for isntance at the practical lectures.

A a novelty, on-line tests were designed (in Javascript) where students can immediately test their knowledge. These tests were also handed out at the beginnng of the lectures and then took about 15 minutes to do by the students and to discuss. This is done based on the basic pedagogic paradigm "tell them what you will tell them, tell it to them and tell them what you told". The mini tests cover the new material given in the previous lectures. See an example here.

For the theoretical lectures, computers are used for two purposes. First, the theoretical material is presented with Powerpoint presentations. More important is to show running programs in PASCAL and C. It is very difficult to talk theoretically about programming. Much better is to show examples. For this purpose the computer connected to a projector is ideal.
The practical lectures consisted of small programming tasks done in groups of two people (groups of two people is ideal in pedagogical and human resources terms; with groups, students can also teach eachother, but the groups are still small so as to avoid that there are students that do [and learn] nothing). The work of the docent consists of visiting the groups and giving hints, or explaining in a personalized way the theory behind the excersises.During the practical lessons, the students are not evaluated. This is based on the idea that teaching and evaluation ideally should be not mixed, this in order to avoid that students will refrain from asking question out of fear of looking stupid.
For all the other disciplines described here, the Powerpoint/Computer is not the best medium for giving the theoretical lectures. The standard blackboard is more adequate. The reason for this is a classical pedagogical one. When using the blackboard, a professor takes more time in presenting things. The students have time to think about what the professor is saying and to process it and even come up with doubts and questions. With powerpoint presentations often the speed is too high and the lectures are running the risk of overloading the students. However, for computing lectures, the need of showing running program outweighs the negative aspect of the risk of overloading.

At the end of the semester the students have to hand in a homework assignment. This consists of a more elaborate problem for which they have the entire semester to solve. Only students that pass this practical work are admitted to the exam. At the end the result of the practical work is combined with the theoretical exam in a ratio 1:4. All the exams and homework assignments can be found following the links at the end.

Statistics:
Introduction to Computing
Introdução à Computação
(courses: BQ, CF, EF-FM, EF-T, FQ, M) o
Academic year
 #students
 #ghost*
 #evaluated
 #passed
 success
rate
2001-2002 177
 85
 92
 54
 59%
2002-2003
 140
 68
 72
 34
 47%
2003-2004
 125
 66
 59
 22
 37%
2004-2005
 122
 52
 70
 29
 41%
2005-2006
 136
 65
 71
 37
 52%

Imperative Programming /
Programming 1
Programação Imperativa /
Programação 1
(courses: ESI/ESC, I, EI) o
Academic year
 #students
 #ghost*
 #evaluated
 #passed
 success
rate
2002-2003
 99 33
 66
 45
 68%
2003-2004
 74
 41
 33
 20
 61%
2004-2005
 189
 96
 93
 43
 46%
2005-2006
 175
 98
 77
 41
 53%

Notes:
* students are considered ghost when they either never showed up or did not satisfy the necessary criteria (minimal presence at practical lectures, etc.)
o: CF: since 2005-2006. E and EI: since 2004-2005. ESI instead of ESC since 2003-2004

Problems and recommendations:

Normally when other professors schedule a test in the middle of the semester, the students do not show up at my theoretical and practical lectures. Below is given an example of the number of students present at Programming 1 along the semester. The solution to this problem is to no longer have tests during the lecturing weeks of a semester. In all the universities I have worked (as a researcher), I have never seen the idea of tests during the semester. In all universities, there existed a final exam and for whom failed this exam, a second round of exams was given later in the year.
Assistance at lectures
Presence of students at the theorectical lectures of P1 along the semester (named by subject) in 2001-2002.
Note the dip in the middle when tests of another disciplines were scheduled.
Moreover, there is another reason why the number of ways to pass the disciplines should be reduced. Often students come unmotivated and unprepared to an exam because there's always a next opportunity (including exams for Finalistas, Trabalhadores Estudantes and Tunistas/Associacao Academica). They obviously have low probability on passing the exam, but give an equal amount of work in correction, etc. In terms of Human Resources, this a waste.
In later years I have implemented this idea and canceled the tests as an evaluation tool, keeping only the two exams. As can be seen in the tables above, the success rate did not suffer. The students mentally adapt to this new evaluation scheme and pass equally well. The idea was then also implemented in the other lectures given by me. A request was then passed to my colleagues to adopt this scheme since it is their tests that are causing problems in my disciplines (and vice verse).

A more specific problem with the computing lectures is the mismatch between the way the lectures are given and the exams. The practical lectures consist of resolving programming exercises on the computer, while the exam is of type pen-and-paper. This is a serious drawback of the evaluation method. There are two possible solutions. Either make the practical lectures also of type pen-and-paper, but this does not make sense from an eductional point of view, or make the exams also of type exercises on the computer. The latter solution is ideal, but the resources are not available (both physical and human) to implement this idea. Yet, the succesrate would increase dramatically.

A serious problem encountered at our university in general and more so in Informatics disciplines (because of the ease of copying) is that the students do not do their homework themselves (those homeworks that count for the final grade). Ideally, the final grade is based only on a practical work and the theoretical exam is absent, or counts very little. However, it is my observation that a lot of the practical works are copied, or are done by other people. It often happens that a student has a maximum grade (20) for the practical work and then have a mininmal grade (<5) at the exam. Most students don't see the problem/shame in this, since "everybody is doing it!". It is very difficult to eliminate this type of fraude. In recent years I call everybody to defend their work. Even so, many escape. The only solution is to exclude the practical homework assignment from the final grade or give it very little weight, something that is pedagogically not desirable.

Finally, the organization of the luctures is currently 2x1 hour per week theoretical lectures and 1x3 hours practical lectures. In my point of view, theoretical lectures programming do not make sense, since programming is more a hands-on discipline. It is rather impossible to learn how to program from theory, watching a professor talk about it. Thus, ideally, the discipline of programming only consists of practical lectures.

Introduction to Computing
Introdução à Computação

Lecture structure
type
 description
 Frequency
 Total
T
 Theoretical lectures
 2x1 hour per week
 25 lectures
TP
 Tutor lectures
 N/A
P
 Practical lectures
 1x3 hours per week 12 lectures

Description
and
Calendarization
paper  (portuguese)

Lecture documents
Lecture Notes
T (Sebenta)
Exercises
TP
 Practical
lectures P
Slides
T
 Exams and
homeworks
on-line:
portuguese: paper
english: paper
see Sebenta
 Exams Directory

Imperative Programming /
Programming 1
Programação Imperativa /
Programação 1

Lecture structure
type
 description
 Frequency
 Total
T
 Theoretical lectures
 2x1 hour per week
 25 lectures
TP
 Tutor lectures
 N/A
P
 Practical lectures
 1x3 hours per week 12 lectures

Description
and
Calendarization
paper  (portuguese)

 Lecture documents
Lecture Notes
T (Sebenta)
Exercises
TP
 Practical
lectures P
Slides
T
 Exams and
homeworks
on-line:
portuguese: paper
english: paper
see Sebenta
 Exams Directory


4. Other pedagogic activity

Final Year Projects:
In 2005, a student from Ryszard Łazarski University of Commerce and Law visited me to do a one month stage in OptoEl.

(Co)Supervisor of PhD student, João Encarnação, "Development of bio-sensors for the malaria setting", SFRH/BD/12772/2003. Thesis defended in 2008, "Development of Biosensors for Molecular Analysis".

Supervisor Starting Investigator (BIC) André Romão, 2005.

Guiding two final-years students giving lectures at a school in Odemira. Some interesting aspect about the total arbitrariness of the lectures atributed by my colleagues to their students. See document here.

In 2000, P.S. was invited to give lectures at the SELOA Summer School in Bologna. The details of the lecture and the link to the handouts are
  "Electrical Characterization of Organic Semiconductors", Peter Stallinga, 2000.
Later an additional document in the same style was added:
  "Theory of (organic) (thin film) Field-Effect Transistors", Peter Stallinga, 2004.
Faro, August 2011