Thinking Like a Student

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

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

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

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

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.

Fri Fun Facts: Positive Wishes for Students

Today’s Friday Fun Facts is dedicated to my students. Well, to any #UVIC students. I hope that you have a great start to the term and this school year leaves you with a continued love of learning. My other wishes for you are as follows in no particular order.

1. Come to class. You’ll do better.

2. Come to office hours. The consultation does help.

3. Do the reading. A close reading and not a quick review or scan.

4. Take notes.

5. Establish study or conversation groups.

6. Think about the assignments and manage your time well.

7. Use the handy assignment calculator to help you manage your paper(s) writing needs: http://webapp.library.uvic.ca/freecalc/

8. Write helpful comments on the Course Experience Surveys. (Teaching effectiveness, readings you didn’t like/did, etc). Save the snark for FB or Rate My Professors.

10. You have lots of resources at your fingertips or shoes–contact the Writing Centre or other offices on campus to help you.

11. Review numbers 1-3! Repeat.

12. Get involved! The more you make #UVIC and your home department your home, the better you will transition into the campus community. Don’t sleep through these 5.1 years. Make the most of it.

And, seriously, do enjoy these years on campus.

Maclean’s Article about Dutch Women: Class and the Welfare State

Last week Macleans ran an article by Claire Ward, “The Feminism Happiness Axis: Are Dutch Women Powerless, or Simply Smarter Than the Rest of Us? The article can be found: http://awe.sm/5RZQ1 The first thing that I find most interesting is the immediate connection to feminism with work, family life and happiness. I’m so thankful that feminism has made my life complete and I embrace my politics head on, but why must the media make the knee jerk connection to cookies, family and feminism. While I enjoy cooking and especially baking, it has nothing to do with my feminist politics. This is where we see how strong stereotypes are about the alleged man-hating, mother, children hating, angry feminists. If I had a dollar for every feminist I met like this, I wouldn’t have a dollar.

The media needs to get clued in to the fact that feminists comment or write about institutions that have not given women a fair shake. Nowhere in Of Woman Born does Adrienne Rich say that she hates mothers (like herself) or that she hates her children. No. Her classic book is a wise, provocative rumination about the institution of motherhood and the lack of choices that women have or had for her generation. It’s not quite as sexy to say that we feminists are cultural critics or public intellectuals. No, it’s easier (lazy) to say that we hate men and that we judge other women for “opting out” of the workplace. The opting out discussions typically miss the inclusion of a class analysis and how women who can opt out have class privilege thanks to their partner’s income. Likewise, there is an assumption that these women are opting out forever, when some are taking time off to raise their children until primary school. Like most issues, there is so much here.

Getting back to the Macleans article, though, what is really missing is a class analysis. I’d also like to see an immigration/refugee and race analysis, as well as the basic demographic analysis. There is more to this study and our understanding of what is going on for women. I want women to feel happy–happy in the home, workplace, parliament, congress, farm, university, etc. But, I want a full picture of what this will take. And, I do not want to see the scapegoating of feminisms. If we want to point fingers, we have to look in the mirror. We have to also think about what constitutes success.  And, we have to look at social welfare programs, education rates, leadership rates, and so much more. This is a rather detailed, important conversation that it going to sell lots of magazines!

What Macleans has artfully done is offered data from an interesting study and spun it about feminism-blaming and guilt. Here, we have a small country with a strong welfare state. This is not a fair comparison to the US or Canada for that matter. As  social scientist, I want to see the study and I want to see demographics disaggregated and then compared to other nations. This study offers us food for thought and no more. But, alas, the spin cycle is whirring.

Political Science: Women’s Caucus for Political Science Part 1

I’m re-visiting notes from my archival visit at Radcliffe. What do I remember? Wanting to use every precious minute, while they were open, so I would inhale a Cliff Bar surreptitiously outside the restroom and then return to the work of poring through the archival matter. The librarians were helpful with my repeated requests and made me feel like what I was doing was important. I can’t say that for all of my archival visits. (As an aside, Duke had the best staff and I befriended one librarian, who now is in Miami, via San Diego, and Los Angeles). A big, warm hello to Cristina Favretto! One of the best librarians I have ever met! We met at the Women in Higher Ed conference in Minneapolis many years ago.

I need to back up and explain a few things. My dissertation examined women in Political Science, The Movement into the Academy: Women and Political Science.  When I came to Political Science, after having earned a BA in Women’s Studies and a MA in Liberal Arts and Sciences, at first blush I thought that feminist Political Scientists were not that radical. And during the early years of graduate school, I occasionally second guessed the decision to pursue a doctorate in Political Science. I knew that my research work would focus on the qualitative and not include multivariate regressions or the need for SAS or SPSS.

But, the focus on statistics and on work that I never really pursued pushed me harder into Political Theory and Gender and Politics. I’m glad that my dissertation chose me. I realised that the foremothers, if you will, in Political Science were not seemingly behind. With the archival work I found that they were fighting similar fights that feminist colleagues were fighting in different departments. In some instances, the struggles were worse, but never isolated. Here, I am referring to the Chilly Climate and other ways that women faculty were made to feel isolated in academe.

Playing academic detective in the archives and attending networking events within Political Science certainly humbled those initial beliefs about my sisters in Political Science. I was humbled to find that the establishment of the Women’s Caucus for Political Science (WCPS) in 1969 preceded most other disciplines caucuses for women. However, it was shortly thereafter in some instances weeks at the other disciplinary annual meetings that similar caucuses and status of women committees were founded. The WCPS was instrumental in being a resource for women in Political Science.

The women’s movement did not pass Political Science, as it was part of it, too. But, it was only through my archival research at Radcliffe, Smith and Duke that this full picture became clear. Sure, some books have examined particular campuses and their historic struggles, but by and large I imagine that most Political Science students think that the women’s movement of women’s liberation movement on campuses really took place in departments of Women’s Studies. Sadly, they would be wrong. There were coffee klatches at community centers, as well as campus student union buildings. As a matter of fact, it was during the heyday of the movement that Women’s Studies departments or programs were founded. So, there were allies across campus, as Women’s Studies was in its nascent form.

I am proud to be an alum of San Diego State’s Women’s Studies department, the first Women’s Studies department. But, I know that when I sat at the 30th anniversary dinner in 1999 I felt proud to have benefited from the hard work of those initial five women who were brave enough to take a stand and form the WCPS. I must have missed the 40th anniversary celebrations, but nonetheless I know that in my work and mentoring I and so many others continue their hard work. If anything, I have learned that there are important allies across campus and that there is a helluva lot of great work being done in Political Science.

Why the Adaptive Advising Tool Will Not Replace Undergraduate Advising

In case you haven’t heard about it, there is a new kid on the block in Tennessee that is meant to help students better plan their college classes. Now, this program (Adaptive Advising Tool AAT) sounds useful. And, it will most likely help many students maneuver their degree programs by using an algorithm based upon the students’ courses and their interests. It has repeatedly been compared to the similar equation used by Amazon to offer reader recommendations.

I imagine that this will work well for some students, but there were still be students who will want to come to office hours for consultation. The algorithm will not offer an honest opinion about life decisions and the algorithm will not mentor students.

What I do hope, though, is that students find interesting courses to take that they might not otherwise of thought of taking. The AAT also might alleviate advising office hours, so that students come prepared for chats about their futures and not just the usual spate of questions that are answered by the college calendar or website.

Tennessee can thank Bill and Melinda Gates for this $1 million dollar grant. Apparently ten states won this award. The intention is not meant to replace advisers, but to help students graduate faster.  For more information about this see: http://tinyurl.com/3lxznme

Without a doubt, this story is not over and we will continue to hear more in the news about the AAT and ultimately its effectiveness. I look forward to reading about students graduating on time and having a better college experience, but I do not expect the AAT to replace certain important aspects of face to face advising.

Summer Courses~ Post-Mortem

I always like to think about my courses after the grades are submitted. What worked. What did not. What did I learn. This Summer term I taught Poli 103: The Worlds of Politics and Poli 433: Politics and Popular Culture. Both courses ended up with two dozen students, which was odd considering that the first usually enrolls at 180-225 during the others school terms.

What worked: I borrowed a tactic from my colleague, Dr. Michael Webb. The syllabus stated that a student could not pass the class unless 70% of the courses were attended. So, yes, I did take roll. And, this was not for mere attendance, but also for participation. I do have an area for evaluation where roughly 5-20% of the students’ mark is assessed based on their quality participation. This worked well. Every student who completed the course attended the requisite number of courses or more. Now, some students’ engagement and participation in the course varied. But, by and large most participated some. It is hard and unfair to compare the courses, since one is a first year level course and the other is a fourth year seminar.

What did not work: Popplet. I could see from the students’ faces that many of them had a hard time following Popplet. I’m a visual learner and I like outlines, mind mapping, and brainstorming. Popplet did not work for all or even most of the students. I think the branches were too thin and didn’t catch them.

Related to this, I think that many liked my use of Prezi and I know that the majority really found the Slide Rocket slides useful. I am not surprised. The Slide Rocket slides had slightly more information on them and would offer them visual cues of sort back to the course materials, while the Prezi presentations were really about the concepts and less for them to hurriedly type or write down!

The students like that they have a choice with one of the major seminar assignments.  Specifically, I have a creative project and the students have the option of putting together a zine, blog or vlog. This term more students opted for the zine compared to last term and I am not sure why this was the case. Regardless, some wonderful zines were submitted, as well as some interesting blogs. The blogs varied in terms of quality and part of this was not just web savvy, but really about the students’ writing and creative analysis. Some obviously spent more time thinking and refining their blog posts.

Overall, I do think that the courses were successful and I look forward to the official course experience surveys (the evaluations), but I will add that the half dozen emails thanking me for the course(s) have been saved and will go in my reappointment file!