Home » pedagogy (Page 10)

Category Archives: pedagogy

Before You Send an Email to Your Professor

Posted on by | 10 Comments

I haven’t taken a Netiquette 101 course recently, so I think it’s time to give some tips about sending emails to your instructors.

1. Always assume that you should be more formal.

2. Address the person in the email with a hello or even a “dear.” Avoid, “hey. And, use your full name, as your instructor might have many students who share your first name.

Sample~

Dear Instructor: I am emailing to find out information about your Fall class. Do you suggest any prerequisites for the class? I’d also like to talk with you about a paper topic that I have. Do you have any time to meet this Summer?

Thank you,

Student X

Avoid:

Hey, I’m going to enroll in you class. Should I be worried about your feminist bias?

Smitty

3. Never send an email that is incoherent. This is email and not a text to your best-friend. Type out all words, use punctuation, and proper spelling.

4. Never send an email when you are mad. This goes for all emails. Send yourself the email and then wait a few hours or overnight, and then send the email that you won’t later regret.

5. Be honest. Understand that your instructor might say that this conversation needs to take place face to face. Some conversations really need that human interaction.

6. Do not be offended if the instructor corrects your use of their first name or some policy. Most of us will be kind and say–we have a 24 hour policy with emails after work is handed back and it’s in the syllabus or I expect students to call me Prof. Schmitdkins.

7. Read the syllabus before sending the email. Perhaps the syll answers your question or notes that you should take the time to write a coherent email noting who you are and why you are emailing.

Overall, treat email with the same integrity that you would treat an office hour visit. And, yes, I do get lots of emails that start off with “hey” and have been asked about my feminist bias…

Revisiting Being a Feminist

Posted on by | 2 Comments

This was the first post in a series where I ruminated on what it means to me to be a feminist. And, for re-reading the post not much has changed in the past two years or so. First things first, I have no problem self-identifying as a feminist. Just as some of my colleagues live by their Marxist or Socialist tendencies, I live by my feminist beliefs. I advocate feminism and I am an advocate of feminism, but I do not shirk the label.

I do get frustrated though when assumptions are made about feminisms–as if there is this  monster of sorts. There is so much variety among feminist theories and feminists themselves. I am a strong believer of the fact that there are different types of feminisms. There is not a monolithic feminism or feminist club that I have to earn a card to be a member of and act and speak a certain way in order to keep my membership. Feminism is not Costco. Feminisms provides a philosophy of life, love, education, politics and so much more. My feminist politics includes an understanding of the importance of intersectionaliy. My feminism includes an understanding that politics and life are influenced by race, class, education, sexuality and many other indicators.

To be honest, I find it quite amusing when a student or other person outside of academe accuses me of having feminist politics. The student might as well accuse me of breathing and thinking. We are all guided by a philosophy of sorts–mine just happens to be feminism. And, some many decades later this term seems to scare, enrage or confuse people. I recall being in grad school and a professor asking me if I was a Chicana or Feminist first. I felt the question was a ridiculous question. Shall you take my right arm off or my left? My identification of my ethnic background is inextricably connected to my feminism.

Feminism informs the way I read pop culture, articles, people’s actions and I will not apologize for thinking. If my feminism intimidates you–you need to think about why is this the case? Do you understand feminism? Do you want to? Years ago I recall telling a friend that I was going to be a cultural critic when I grew up. I don’t think either of us understood this, but when she later told me that her mother thought that was a terrible idea, I knew I was on to something. I tell my students that my vocation is thinking, reading, writing, and more thinking. This thinking is informed by feminism.

The typology of feminism that best explains my own would be Women of Color feminisms circa This Bridge Called My Back  added with Third Wave feminisms. I was lucky enough to earn a BA in Women’s Studies (Go Aztecs! ) at SDSU, so most of my mentors were of the Second Wave persuasion. I feel well versed in different types of feminisms.

How does this feminism inform my daily life? Well, that is for a different post or two. One about my teaching, and another about relationships (parenting and love). Femnisms informs my life.

The above screen shot is from the Feminist Ryan Gosling Tumblr. What a great gift and I add here to make make you smile.

Interactions with Students~

Posted on by | Leave a comment

I’m taking a break from the Fri Fun Facts. Instead, Friday will offer short posts about something that is on  my mind.

Working with young people there are many different opportunities to mentor or coach undergraduates. I find that some of these moments present themselves when you aren’t really expecting it. Each year I get cards or emails from students who have taken one class from me or have seen me in office hours and are graduating or transferring to another university closer to home. And, I’m always a little bit surprised to get the note or email that thanks me for a good class or for some help.

The reason why I’m surprised is that these particular students did not see me lots and only took one class from me. Given that I teach several classes most are apt to have had at least one class with me. My point here is that at times you can make a difference in a student’s experience in a class or in the office and not realize it. I always follow up the contact with an email or face to face chat if I can.

After I started the post, I cleaned up my home office and found a stack of emails or notes from students from 2002-2009! I read each one and remembered the students. I’m thankful that they took the time to contact me. What all of this reminds me is that we have moments in our offices or classroom, when we make a connection with a student. And, sometimes we are not even aware of it.

Posted on by | 3 Comments

Today’s Fri Fun Facts is dedicated to thinking about what you do well and life planning. This is really for all of us, but I’m thinking of my college students who are on “break” working or taking Summer courses. It gets so easy to think about what needs to be done or what you haven’t scratched off on the “to do” list.During my office hours, I’ve also noticed a real apprehension with what is next and lots of self-doubt. So, let’s think about what you do well.

1. Get out a piece of paper. Oh, wait, open a new document or text yourself…

2. What do you do well? What are you known for among your friends or family?

3. The last time you were complimented–what was it for?

4. What do you want to known for at work or home? Remember to take care of yourself.

5. Think about your positive traits and what you have to give the world.

Now, think about what is next for you. You do not have to solve everything today, but just think about what is next. And, make this list realistic. Then, go chat with other mentors/coaches in your life and ask them for any guidance they might have as you embark on the next chapter in our life.

Student Protests

Posted on by | Leave a comment

People who follow me on Twitter know that I don’t have a special place in my heart for many of the op-ed columnists in the Globe and Mail. Both Margaret Wente and Jeffrey Simpson have weighed in regarding the student protests in Quebec. Students that I work with on the campus where I teach have asked me about my opinion and I haven’t really commented. But, as the multiple sides discuss options and a hopeful resolution, I’ve come to several opinions.

My first opinion is that the students do have a right to protest the fee hike. They have a right to feel angry. They may not like hearing that their fees are small in comparison to ROC, but it’s true—their fees are relatively low. Simpson can cite all the data he wants about which universities are the most prestigious, but he is forgetting that Francophone nationalism is at play here. This is about keeping education affordable in Quebec for  students from Quebec. One cost of the maintaining a strong Francophone culture is subsidizing education. Whether the ROC wants to subsidize this education is another discussion. And, I say this knowing that I am merely a permanent resident and a visitor on these lands in the greater Victoria, BC area.

My second opinion is that the students reviewing the university budget and asking that advertising and administrative travel be slashed is completely unrealistic. This is an unfortunate example of sheer naiveté. I’m sorry, I said it. Most major universities and colleges will get some free advertising via their local newspaper and news affiliates and this free advertising will be worth tens of thousands of dollars and possibly more. But, there are other advertising costs that the university makes in order to recruit more students, staff, and world-class faculty. It costs money to put together recruitment materials. When the recruitment teams go to high schools those tri-fold brochures or larger paper matter costs money. The team of students and staff who take families on tours cost money.

Here is just one display of advertising materials:

I only noted one part of the advertising. There is also advertising in international venues.  Cutting advertising costs can also influence retention of current students, staff, and faculty. Advertising current initiatives costs money and this varies from the reports, advertisements about homecoming events, and more. If we break it down by faculty and department, money is often spent to showcase the great work that is taking place on the campus. It’s important to promote staff, student and faculty work. Slashing the advertising costs doesn’t just influence potential students, but also current students, staff, and faculty. I am sure that my colleagues in communications can weigh in and say more. Likewise, all the advertising that Career Services offices do is important.

Now, the upper administration travel costs is a sore spot at most universities. I think that the we could probably review some of this and see if more conference calls, webinars, Skyping or other technological use could defray costs. However, this is not always easy to do. Students might not realize that on top of running the respective units the upper admin also attend local, regional, and national deans meetings, provost, college presidents meetings, and then there are articulation and planning meetings. Add to this possible recruitment meetings and you can see how many of these upper admin types do have to travel lots. But, perhaps they don’t have to travel not as much as they currently do. I’m a bit more realistic with this point—even if I don’t completely agree

Funny enough I was reminded of this the other day when I was booking my accommodations for the Canadian Political Science Association meeting in Edmonton, AB. I was thinking about the protests and I booked the second most inexpensive arrangements. I’m not paying for this trip, but the Provost’s office is and in some way I was thinking that students are paying for this. (They are not). But, I’ll be in the dorms in my single room—with my own bathroom.

Before a New Term Starts

Posted on by | Leave a comment

I realize that many of my colleagues in the United States are still teaching. It’s the Spring term for them and they are slogging through those last few weeks or months in some cases. But for me, it’s the last harried week before my Summer term begins. So, it’s that time of year when many of my college students are thinking about the next year’s classes. This is a slow teaching time for most regular faculty (note this doesn’t include the sessional instructors, 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. In the last week, I’ve had many emails about books and course outlines/syllabi. Students want to know–where are the books? Bookstore. Where is the course outline. In my head, it’s in draft stage and gets distributed on the first day of class and possibly early on Moodle.

Patience for the frantic student who needs a little reassurance about classes. 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. Students asking for more help with planning their academic career is more common today in my experience.

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’m sure that there are some who have opted to not come and complain to me, too! I would have never asked an instructor for advice about which course or professor to take, but from talking to other undergraduate advisors these sort of queries are more apt to take place today. I think that when I am queried–it is acceptable for me to make course suggestions to students. I am one of three undergraduate advisors in the department.

The other thing that happens lots is students want to check in and see where they stand with their programs. I get more queries that essentially are asking, “Am I on the right track” during these Summer term months. Many students have caught their breath after a busy year and are now assessing what they’ve done. I look forward to these conversations, as most students are pleasantly surprised with the progress made. I certainly do wish that more students would check in annually with either Academic Advising or the department advising team to verify where they are in the undergraduate program.

Fri Fun Facts: Performance Reviews

Posted on by | Leave a comment

Today’s Fri Fun Facts is about my new use of writing Performance Reviews for the Teaching Assistants. After looking through the Canadian Union of Public Employee’s Agreement between my employer and the local group, I decided that it would behoove me to offer the Teaching Assistants a more formal review.  Today’s Fri Fun Facts will speak to how I will do this every term on.

Performance Review

My intention was to provide each Teaching Assistant with an honest, fair assessment of their work this term hoping that they could use the review in their teaching dossiers or as part of their resume paperwork. Writing the reviews took more time than I thought it would, as I really wanted to convey a personal review for each Teaching Assistant. How did I do this?

When I meet with each Teaching Assistant to review their graded work, I would email myself notes about the meeting and these summaries were useful. When students would see me during office hours and offer unsolicited comments about their Teaching Assistant, I would email myself a copy of the comments for my records. These little things were important to providing me a memory of the Teaching Assistant’s performance.

My suggestions:

1. Keep notes or records about the Teaching Assistant’s performance. If there is every tricky situations, these notes are really useful.

2. Check in with the Teaching Assistants to make sure that they are doing well and feel that they are getting enough support from you.

3. Provide them guidelines about your expectations. You might email or verbalize this. I actually provide a dossier: a one to two page expectations letter, sample graded work, exams, grading guidelines for the university, and a copy of the syllabus.

4. Be available. You need to set up times to be available for their questions or be willing to guide and coach the Teaching Assistants as needed. Some will need more of your time and others hit the ground running.

5. With the review, think about the Teaching Assistant’s grading, effort, interaction with the team, students, and comment on this. Note any areas for improvement and be willing to note if you think that you could have supported the Teaching Assistant more.

6. Be honest. The review should be helpful, but it does not need to only be positive. Constructive comments are sometimes needed, but offer them in a helpful manner.

Overall, the Performance Review should be helpful for you, the Teaching Assistant, and any future employer who sees the document. Remember that the arrangement is really an apprenticeship and you need to mentor or coach the graduate student, as this is not “free” grading for you. The cost is really supervising and helping the Teaching Assistant perform the duties. I have to remind myself of this occasionally! How do you evaluate your graduate students?

Hunger Games and Academia

Posted on by | Leave a comment

The Hunger Games reminds me of academic work. Sure, we don’t kill one another for entertainment. And, academic life isn’t about life or death, but the stakes are high and at times people are quite petty. The Tributes, though, are the pre-tenure faculty who have to participate in the department’s arena. Some Tributes face an easier match than others, but ultimately the senior faculty and others watch and wait to see who wins. The odds are ever in your favor to: teach, write, and pay service to the department and university. But, most departments really expect you to write, keep your head down, and know your place.

Some of the departments are more favored and might even have a better market “value” and people from those departments (districts) are more privileged and have nicer offices, labs, and equipment. Some of the departments struggle for every little thing that they get and others are swimming in what looks like opulence. The favored districts also find that their students might have more opportunity and job prospects once they graduate. These students are thought of as lucky–they are most likely to have a better idea about what they will do after they graduate.

Meanwhile the Gamekeepers are really the book and journal publishers, who keep the Tributes on their toes trying to make sure that they publish enough to earn tenure. The Tributes do a cost-benefit analysis thinking about which journals are the highly ranked ones and have the fastest review and publication turn-around in order to meet the department requirements. There also is the possibility of sponsors, if you are lucky. You get the sponsors via courting the senior faculty members in the department. They might give you connections, publishing opportunities, and vote for you when your file is under review.

Admittedly I have taken some cheeky licenses here, but I am sure that some read this blog post and agreed. If not, hopefully readers merely enjoyed the post.

Patience Works Both Ways

Posted on by | Leave a comment

There are easy terms and there are terms that make you earn a every penny. About three years ago I was in a car accident over the Summer and when the Fall term started I was quite aware that this would not be a normal term. I tried to work my schedule so that I could make a good impression on the job and meet the needs of my students. I was partially successful. And, this post offers me an opportunity to reflect on what I could have done better.

In most situations in life we do not get a change for a “do-over,” but it’s good to occasionally have the chance to think about the what if situation. Thinking about that Fall term I wish I had moved my afternoon class to earlier in the day, so that I would have had full use of my mind and body. That term was one of the toughest ever, as by about 4pm I was absolutely exhausted and could barely walk across campus. It was a rough. I was mildly embarrassed, but did announce to the class that I had a car accident and that I would not be my usual self. I stood by the podium must of the term and didn’t walk around and was not my usual peppy self. I found that most students were quite patient with me and I thank this for them. The morning class got the regular me, but the afternoon got the extremely tired, stiff version.

I have found that some students, though, have no patience for anything short of perfection from their instructor. And, this makes things interesting. You see, I have to accommodate students who are registered with the Resource Center for Students with a Disability, have notes from Health Services, are student athletes, and the like. And, I have no problem with flexibility, when it’s warranted. Some students are a little thick to understand that an instructor could have an illness or some other issue in their personal life. And, I learned that term to just roll with it and let it go. I also think that if I could go back I would have reminded the students more than once that I was struggling. I tried to act like things were fine. I’m not going to lie, though, the student evaluation that noted, “We don’t care if you were in a car accident–keep your personal life out of the classroom” really stung when I read it a few months later. I hope that person is never in a car accident or faces any physical hardship. This is really the only negative reaction that I recall.

My morning evaluation numbers were normal; however, the afternoon class numbers were slightly lower than the previous four times that I taught that class. Was the .7 difference because of my health? Maybe. What I do know is that term taxed my patience and I bet that some students felt the same way! My advice to other faculty–honesty. Let your students know if you are facing an unusual term. Most students will understand and offer you some compassion.

Thinking about the Term: Fri Fun Facts

Posted on by | Leave a comment

The term just ended and it’s fresh in my mind. For students, staff, and faculty this is the best time to think about how the term ended. What can you do to make the next term better? And, more importantly what did you do well that you need to do again?

  1. I keep track of my emails and hold on to them for more than a year. I do this to protect myself and the students. I will continue to do this
  2. I had students blog in my seminars and I will continue to offer this as an assignment. The student blogs were good to strong.
  3. I did something different this school year and I had separated my office hours between my advanced class (the seminar) and my first year course. The seminar students enjoy having their own slated consultation time. I will continue to do this.
  4. I allowed one Teaching Assistant to run a series of writing workshops and I think that was a great use of his hours. The first session was small, but the next two included lots of students and they gave me positive feedback.
  5. There are instances when I photocopy work that gives me or the Teaching Assistant pause. I photocopied some work this time, but will take special care to to photocopy any work that requires “strict scrutiny.”

Overall, it was a great term and I look forward to Summer School.