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Teachable Moments: Part 1

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Recently I had the opportunity to give a talk related to Gender and Public Policy. I spent the talk really talking about the elephant in the room—patriarchy and sexism. I figure that if the students should have an honest conversation about the existence of systemic issues that influence their lives and influence public policy. When I have these conversations with students several things typically happen. There are nodding heads among the students and several who have had sociology or women’s studies and are cognizant of readings or other information. Some people will cross their arms and stop listening—they see women in their classes and as a woman she might not have ever experienced any sexism/racism/classism and what am I talking about in class? This is not her experience. Others are open to the conversation and want to understand where the disconnect it—lots of women on campus, yet not in the workforce. And, then others sit in the class enjoying the question and answer period and are not sure where they stand. They want to see where the chips fall. This is a quick and easy description and certainly not exhaustive.

And, some will offer that women just do not want to be engineers, doctors, politicians, and the like. Their opinion is generally this: if women really wanted to do these things—we would see more women in this array of professions. That is, it’s women’s fault for their lack of success. If women were more ambitious they could have it all, they could do it all.

Well, where do you go with a statement like that? There are so many layers to cut through with that sentiment and logic. And, understand that the student who makes this statement is not looking for a fight or using sarcasm. In my experience, the comment is a common one and usually said without any malice. So, it is not conducive for me to pull a Dana Carvey and say, “No, you’re wrong and here is why.” (This dates me, but I’m thinking of his bit on SNL when he starts saying wrong or no. See this: http://www.youtube.com/watch?v=E0Yr9XyBdnI&feature=related). The truth is that the person who raised this point is not right or wrong. This person is offering an opinion and the opinion might be based on life experience or just what s/he thinks.

This is ripe teachable moment and my reaction is important for a few reasons:
1. I represent all feminists on the planet in the classroom.
2. If they like my response then I’m OK, but if they don’t, then I’m one of those mean fill in the blank feminists.
3. If I disagree it is read as critical or attacking and I am biased or have a closed mind.
4. If I my explanation is something they can work with then things are salvageable.

Now, those four points are said in a tongue in cheek fashion. You see, it is easier to recover or move on with a conversation when you have a few months with a group, but when you have 50-90 minutes each minute is precious.

What I have attempted to do is respond in such a way that I am open to the statement, but offer an alternative point of view and then call on the audience to participate in the discussion.

What do I do in this situation? I attempt to offer that there are systemic reasons for the different numbers of women in leadership positions, but do not rely on the “they just are not ambitious.” I know too many ambitious women who have left their fields due to the sticky floor and glass ceiling. I know too many young women facing hardship at work and their ambition hits against the reality of issues that are typically outside of their control.

How do you deal with the generalized question about what women want? I look forward to your points.

Teaching is Fluid: Know Your Audience

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I find that I’m often thinking about teaching. I’m on the teaching focused stream at work and given that I am an Undergrad Advisor I hear so much about teaching from the students’ point of view. I’m going to offer an array of thoughts related to teaching. I usually follow this advice, but I admit that my teaching is fluid and can vary due to the group of students.

Don’t patronize the students and put them down. Related to this treat them respectfully—even when they send inappropriate emails to you and you’re tired. This is a teachable moment and you must be professional and respond accordingly. This might mean that you explain that the email was inappropriate, but try to always treat them and their ideas in class respectfully.

Don’t assume that they have or haven’t done the reading. I know this means that you need to be omniscient. Hope that they have and run the class as if they are prepared. This might incite them to come more prepared.

Don’t refer to them as kids—in class or lecture. They do not like this. Remember when you were an undergrad and the instructor did this—you didn’t like it. Frankly, this can antagonize them in a paternal or maternal way and you don’t want to go there!

At the appropriate time and place use humor as needed. It’s fine to crack a joke or make them laugh—especially when it works. And, when it doesn’t it can also offer a moment of levity. We all know that part of teaching is performing.

Related to this, be firm when it’s needed. They appreciate it when you stick to your due dates or call out students who are interrupting the class with their own conversation.

You are not infallible—and let them know this when they find an error on a slide or on your syllabus—say that you leave typos to see if they are paying attention! This always makes them laugh or at least read the syllabus closely.

Be enthusiastic—as I’ve noted previously it is infectious. Come to class prepared and on time. They expect this and if you expect them to come prepared—you are the model for good behavior. Enjoy the class and the material—they are smart and can sense your mood or own engagement with the material.

Understand that during the Fall term you will field more basic sort of questions—some students are new to campus and figuring out where buildings are, let alone the department culture. Also remind them kindly to read the syllabus. And you will need to direct them back to the syllabus when they email questions that demonstrate that they haven’t bothered to read the syllabus or missed the information!

Check in with them about the materials. I find that at the mid-term mark, I will inquire about the readings that they liked or disliked. You have to be willing to get their input. A class is successful due to you, your syllabus, but also the students can help make or break a class.

Be flexible as needed. For instance, be cognizant that around mid-terms and paper writing time the students are focused on the exams and papers. This might be the best time to focus on fewer readings and to incorporate other materials (snapshots, video clips, and the like) into the syllabus.

Ask them questions—try to avoid lecturing for the entire class meeting. You need to check in and make sure that you are all on the same page
Be available—office hours, establish protocol for contact with email. The time that you will respond, when you will read email (weekends or not, etc). Likewise, if you have Teaching Assistants (TAs) also establish the protocol for contacting them and when the TAs will respond to emails. I don’t expect the TAs to respond to email as quickly as I do or during the weekends.

Establish classroom protocol—will you take roll, smart phones use (or not), online learning platforms, etc. What are your expectations during class? You need to make this clear and you will need to state these expectations more than once.

There is the suitable time to be focused all on business, but I have found it’s also important to take time to comment or allow comments about world politics or current events—perhaps this is more germane to my field, Political Science.

Some of my advice contradicts other points; however this is to be expected. At times some things will work effectively and other times you have to pull out other pedagogical tricks! There is no standard. You will find what works, but remember to know your audience! Each class is different and it’s always interesting to teach 100, 200, 300 or 400 level courses.

Using Social Media in the Classroom: Quick Tips

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Fri Fun Facts is dedicated to some pro-tips on the classroom. I use this term pro-tips in a tongue in cheek way.

1. What is the purpose of the social media use in the classroom? Transferable skills? Make sure that you are clear with the students about this.

2. Give the students as much direction as they need. Cheat sheets, primers in class, office hours, and your patience as you work with them.

3. Celebrate their work! Ask their permission to share it with one another. Encourage them to explore the assignments as an additional way of engaging in class work.

4. Keep organized! Stay on top of the students’ assignments and make sure that they understand the grading rubric.

3. This will offer a more hands-on approach by the instructor, but using social media in the classroom does become easier and easier.

4. Confer with other colleagues who have used social media in the classroom. Look online, via Twitter and other places for tips and information. Likewise, does your university have a teaching center that offers workshops? Contact them and find out or suggest that you run a workshop!

5. Talk with the IT or Computer Help people on your campus. You might find out about new initiatives that they are willing to support.

Have fun and get out of your comfort zone!

Learning to Say No: Boundaries

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I am still learning how to say no at work and in my personal life. I am an energetic person and I like to do things and have a sense of giving back—be involved in the communities that I belong to. This includes on campus, off campus, both kids, and other communities that I engage with in my daily life. The only problem—there are only 24 hours in the day and I am not cloned, yet!

I am venturing into year three of working with my door completely shut at work. It took me a good six months or so to feel completely comfortable with that. I really thought that my previous open door policy was sound and important. Then, I came to realize that I had to get work done and that as an Undergrad Advisor I had students at my door all the time. The best advice was from a colleague who suggested that I shut my door. Now, I no longer have any issues with the door shut and establishing boundaries when I am available and not for office houring.

The virtual advising, though, is something that I’ve had to come to grips with, as students will email at all hours of the day and advising questions are important and in some instances time intensive. This Summer, like most, I was in California for a month and was not available for advising. I had the usual auto-email explaining my absence. I made a special point of acknowledging emails and directing most students to the department for the advisor of the week. And, this year I didn’t feel guilty about it.
This is an ongoing process for me, though. I find that I’m getting better at saying no and directing the student or other request to a more mutually convenient time. I have to say that most reactions are fine. No one is put out that I cannot make a coffee date for two weeks or that they have to wait a week for my office hours.

As a fan of sci-fi and fantasy I will admit that the cloning in #BSG intrigues me. I would have a clone to do certain work, but I would save the real me for enjoying life!

Fri Fun Facts: How to Use the Calendar

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My Fri Fun Facts is about how to use the #UVIC Calendar in the most efficient way. To get you up to speed, the Calendar includes the rules or requirements regarding your area of study at #UVIC

1. Find your major or your department and place a post it in the calendar

2. Read and highlight as needed

3. Check your courses taken with the department requirements

4. Review the list of courses offered in the department and flag the ones that you are interested in taking.

5. Verify which ones meet the stated (if any) requirements with the courses that you have taken or want to take.

6. Sketch out a realistic time frame for completing your degree program.

7. Take a look at the current schedule and understand that some courses in the calendar might not be offered by the department.

8. Be flexible (look at number 7 again).

9. Once you have this sketched out–verify your findings with the department undergraduate advisor. It’s better to be safe.

10. Have you visited Academic Advising? You should do so annually, in my opinion. Don’t wait until it’s time to apply to graduate.

11. Did you know that as a student you can designate or “make” your own minor?! Yes, you can. See your department contact for information.

These are my top ten fact for successful use of calendar. You can, of course, access the calendar online. But, with something this important–a hard copy is something that you can write on and take with you to the advising appointment. Good luck!

Thinking Like a Student

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I have had ample time to think about my teaching and service philosophy thanks to compiling the monster of the third-year reappointment file. And, one of the things that I have ruminated about is trying to ascertain how students think. Here, I refer to how they think about the materials, college, and instructors. I cannot get inside the minds of my current students—without attempting to query them and hope for their honesty.

Their written and numerical evaluations are not completely fair either—since they are imbued with a sense of satisfaction (or not) with the class, grades earned, and me. I will have to think about students or the classes with my old memories, then.
What was significant for me as a student (undergraduate) in the classroom or office hours?! Now, I have to really stretch here, since each year I get more removed from my tenure as an undergraduate! The sort of lessons that I learned vary from knowing that showing up was important. Yes, coming to class and going to office hours. Now, office hours seemed really special and even a little intimidating. But, this is when I learned how invaluable they were.

I also learned that I performed better in courses that I really enjoyed. I did not have to have friends in the course, but the materials or the focus of the class struck me in some way. And, then there were the various professors. I remember the good ones fondly. Sure, there were a few that were not skilled at teaching or working with students, but the course materials might have made up for it.

My big lesson learned as an undergraduate was that I needed to own my education. I had to show up, I had to act like I had an investment at stake—and I did. I was lucky to have good mentors and that influenced my overall experience as an undergraduate student. And, I felt lucky to actually get the opportunity to attend college. I distinctly remember sitting in a mid-term or final and wondering where all these people came from and why they were not in class previously. These are my memories as an undergraduate student. I am sure that I have more!

Fri Fun Facts: Student Protocol

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For my Fri Fun Facts, I want to speak to student protocol. I include a section in my syllabi about student protocol in the classroom, office, and communication (email, FB, Twitter, etc). The first point I should acknowledge is that I think it’s important to learn students’ names. I want them to know that they are more than student identification number in the class. And, frankly, I like calling them by their first name, when they raise their hand or saying hi to them on campus. They are part of the community.

I do have expectations for their interactions and will bullet point some of the points here.

1. Please come to class on time. It’s distracting when a stream of students enters the classroom or lecture hall late.

2. Don’t talk during lecture or presentations. Raise your hand if you want to share something, but your chatter distracts your peers around you and me. I will zero in on the conversation and first wonder if my zipper is down. Then, I wonder if I wasn’t clear and suddenly I am not paying attention to the subject at matter. You get the hint.

3. Treat email or non face to face communication with me in the same manner that you would act/talk during office hours. When you send a note, please address me and sign your name. Remember that I have several hundred students and advisees.

4. Come to class prepared. This means that you should do the reading.

5. Review the syllabus at the start and end of the week, so that you know where we are and when assignments are do. If you email me and the answer is on the syllabus, please note that I will re-direct you back to the syllabus.

6. Remember that you are an adult and you are responsible for noting deadlines/due dates and being responsible for yourself.

7. Be polite to your peers in the classroom. Occasionally you might disagree with a statement. Don’t attack the student. Try to discuss the issue at hand.

8. Respect office hours. If you catch me in the hallway with a question about your mark or the material, this is appropriate for the time I’ve slated for office hours. I might be on my way to a meeting (I have lots of these) and will suggest we meet during office hours.

9. Respect my time. Coming to office hours 10-30 minutes ahead of time is not appropriate. It might be my lunch time or the time that I’ve slated to prep for class. I’m always amenable to staying after office hours, but my door will open on the hour for the office hours.

10. Email me and you’ll always get a response within 24 hours. As a matter of face, often considerably faster than that. Please do me the courtesy back and respond within 24-36 hours, if a response was needed.

11. Remember that I’m here to help as your professor and one of the Undergrad Advisors.

12. Always be more formal and refer to your instructors by their last name–until they suggest otherwise. I prefer Prof. A, but Dr. Aragon or Prof. Aragon is fine.

Welcome Back to the New Year: To A Great Year

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Welcome back to the new school year. During the last two weeks, I shared a post about wishing students well. Today’s post is about wishing me a good year. What am I looking forward to during this upcoming term and school year?
It’s the same thing: I want my classes to run smoothly and for the students to hone their critical thinking skills. I want them to understand how diverse Political Science really is as a discipline. They will see this in my courses—through the lectures, readings, and conversations.

I want students in my office hours to leave feeling that their questions were answered and they were listened to by me. I might not give them the answer that they want to hear, but I will always be honest with them about their marks, requirements to graduate and other pertinent information.

I have high hopes for my first year as the Chair of the Academic Women’s
Caucus. After consulting with colleagues over at UVIC Communications, I have a really good idea about my self-imposed mandate to help women faculty raise their profile in their departments, on campus, and in the larger community. Part of this will include a few workshops this year. I’m particularly happy to have a great set of women to work with on the AWC Steering Committee and to have a more than competent work-study student.

As usual, I look forward to my participation on campus in the community as an ambassador of sorts for the department in my official and unofficial capacity as a faculty member and community member invested in UVIC and the greater Victoria region.

I do think that this means that it’s business as usual. And, this is not a bad thing when you really, really love your job, have a great family and network of friends. A common refrain in my household is: Life is Good. It is. To a great year!

Fri Fun Facts: Take Aways from #APSA2011

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Today’s post is dedicated to my thoughts about the latest American Political Science Association conference meeting or #APSA2011.

I attended a pre-conference workshop about Gender and Politics in the Field. It really was a workshop dedicated to teaching the various major sub-fields in Political Science. This workshop was one of the best that I have attended in my 15 years in Political Science. The other great APSA pre-conference was in Boston circa 2002 at the Women of Color conference.
Back to 2011, though, teaching often gets short shrift in academia, as the thought is that anyone can teach. Sadly this is not the case, when we add the word well. Not everyone can teach well. It was refreshing to spend a day chatting about teaching. Hearing what everyone is doing differently in the classroom.

Here are my thoughts:
1. Innovation can mean different things to different scholars.
2. There really is a technological divide among some faculty.
3. Senior scholars at the conference wanted the junior scholars to be good teachers and were quite generous with their ideas.
4. All feminists do not agree. And, there are feminisms and not one monolithic feminist monster!
5. There is some amazing work in the field related to teaching.
6. Many of my colleagues at the workshop need to get with the program in terms of social media use or technology in the classroom.(This is said respectfully).
7. The mentoring I witnessed warmed my heart.
8. I was glad to see so many grad students or recently hires in the mix. It’s good to hear what is happening on the ground for the new instructor.
9. Related to this, it’s interesting to hear what more senior people are doing in the classroom. Especially, when you hear that virtually all of us face some of the same situations.
10. Again, related to the above post…students and their evaluation of the material or the instructor was a common topic of conversation. When you are presenting controversial information about gender, race, class, sexuality, colonialism, nationalism (the list goes on), difficult conversations can take place in the classroom.
11. The last point about the workshop–once again it’s a useful exercise to be reminded that I am part of this great community of women scholars in the field. Yes, only women attended the stream that I attended. At the last panel, I spotted a man at one of the sessions. This is another conversation, since men teach gender and politics, too. But, then, again there were so many choices at the pre-conference workshops. I needed a clone for the Social Media workshop, Activism workshop, and Latino Politics workshop! So say we all! #BSG
In closing, a great workshop.

A New Term Begins

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This is a re-imagining of a post from a year ago. I have updated and made appropriate changes.

It’s that time of year when most college students are thinking about the upcoming school year. From conversations in my office or via email, there are also positive ideas about how students will do things right this term. I applaud this. It’s great to come to the new semester or school year with an open mind and a good attitude. This is a slow teaching time for most regular faculty (note this doesn’t include the sessional instructors or adjuncts as they are called in the United States, who usually have to teach full-time in order to stay afloat). One of the things that we forget though, is that this time of year is very busy for advisors and others who help students figure out courses and other important matter that is important to student success.

This quick note is a reminder for patience. Patience for the frantic student who needs a little reassurance about classes and I have to remind myself for this. I have a process that I know that I need to go through to find out more about the students’ record, but I have come to realize that so many students really want reassurance that they are doing things right. For instance, I am finding that I am fielding more emails where a student really wants advice. “Which classes should I take?” A few have actually said, I want to know your recommendations. This is a big responsibility for me. Typically the student who asks, has already taken a course with me. So, I need to think about his/her interests and weigh my knowledge of the department’s courses. At first I would suggest all our courses, but now I am more careful. This is not based on content, but rather thinking more strategically about the student and her/his interests and possible grad school interests.

And, recently in my office hours, I told a student if you really feel that you don’t like an instructor and the course subject, drop the class. Numerous studies have demonstrated that a student is apt to do better in a class that she or he is more interested in and if the student’s transcript is questionable, I find that this is more accurate. Strong students will generally do well in most of their courses. For some students this is just more work and I’ve come to realize this.

However, I do think that students should push themselves and work outside of their comfort zones. One common response from students is that they have heard that a colleague is a GPA buster. I always smile at this and explain that if the student wants to focus on Area A, for instance, in grad school that she absolutely needs to have a class with said colleague. The majority of the students come back to my office the next term and thank me for my suggestion.

I think that when I am queried–it is acceptable for me to make course suggestions to students. I am one of two undergraduate advisors in the department this year. Students can trust that when they contact me (or the other advisor) they are going to get an honest answer. I know that some of the answers do not make them happy. Looking at the calendar I have exactly two weeks until I am back in the classroom. I’m excited, but want to enjoy these last few weeks. And, I hope that the students are, too.