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Taking Time For Yourself: Fri Fun Facts

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I used to have a hard time saying no to students. The infamous, “Do you have a minute” moments would eat away at my day. During the last four years I became more comfortable saying  no. This meant that I referred students to my office hours or encouraged them to email me to set up another time. The first few times that I said no I was a little excited. Did I actually say no?!

You’re probably wondering what is so liberating or dangerous about saying no. Well, when you’re part-time or junior faculty saying no can be an issue. Are you a team player? Do you carry your weight in the department and are you dependable. My Fri Fun Facts speaks to taking time for yourself.

1. In order to have a decent lunch step away from the compute or invite a colleague to your office for lunch. If not you might do what I often do (but try to do less) and eat at your keyboard and not really take a lunch break.

2. Walk around the building or to another building to get outside of the department. I have scheduled e-lerts that say, get outside, walk to DSB (another building), go visit so and so. Seriously.

3. Schedule coffees with friends across campus so that you have to walk across the campus. It’s OK to take 30-60 minutes and catch up with a friend. If you’re anything like me, it will be work-related. It will.

4. Say no and don’t feel guilty about it. Now, when I say no, I am going to picture Rona Maynard’s keynote at #breatheyyj Saying no is acceptable. Saying no can protect your time.

I’ll end noting that I have never had a student get mad that I said no. They are usually good about emailing to schedule a meeting or come  back during my office hours. With that–it’s OK to say no.

Reviewing Student Work: Teachable Moments

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Reviewing graded work with students is not an easy task. This typically happens when a student wants to contest the mark, complain about the Teaching Assistant or about my assessment. Some students come in and they really want to learn from the assignment and do better the next time. Other students want to have an opportunity to complain. They merely want someone to listen to them. To be heard. I do not blame them–we all want someone to listen to us. It’s like Festivus–the airing of the grievances.

Educators need to remember that for so many of the students coming to office hours to chat with you is hard. Most students are a little nervous to come into the office and it’s best to immediately explain what the process is with the review. The student needs to know that you might lower or raise the grade. The student needs to know that they might have the option to revise and resubmit or contest the grade. The process will vary in different departments or different campuses.

All of this said, what I will do is re-grade the work and then review the graded work line by line or paragraph or by paragraph so that the student has a complete understanding of the grade. I also refer to the university grading system, so that the student understands that I am referring to the standards outlined by the institution. This is actually important as I feel it allows the student to understand that the grade is not personal–it is about the work and the guidelines for the assignment. This is also the appropriate time to review the assignment with the student.

Likewise, during the meeting in my office, I will allow the student to share her or his thoughts. This is the time to listen and to then respond as needed. I always end noting that the grade reflects the assessment of the assignment and not a judgement about the student as a person. I do think it’s important to add this last part, as many students really do think that the grade represents them and their effort. It does not.

Now, the last point that I want to speak to is effort and grade. I am hearing more students discuss how the grade does not reflect the effort that they put into the assignment. I listen to their explanation and think: I deserve to be paid more, but I am not. Effort does not entitlement to a better or strong grade. Some students will spend lots of time (revisions, office hour visits) and earn a B. Others will cram and pull an all nighter and earn an A-. It is not fair, but it happens. In my classes, the papers need to offer coherent analysis and follow directions. The assignment stipulates all the guidelines and some will not do well solely because they waited until the last minute or did not follow directions. Other papers will earn a weak grade due to the poor organization and writing.   Effort does not equal a strong grade.

Now there will be times when you review student work and you think that you might have been too hard. If so, admit it and raise the mark. My dad used to tell me, “I’m not perfect, you’re not perfect, nobody is perfect.” He’s right. Sometimes we make mistakes or are too harsh with a mark. Re-assess the work and move on. Explain why you are revising the mark and change the grade while the student is in your office, so that you don’t forget. Have fun grading and reviewing graded work!

Fri Fun Fact: Finals

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Final exams are here. This means lots of cramming for some students. Let me assume that you have attended class, taken notes, and read the readings. You now need to review your notes and the readings. People will study in different ways. I’m going to make some suggestions for prepping for the final.

  1. See the instructor or Teaching Assistant and talk about the final exam. Find out what the instructor is looking for with the final.
  2. I used to re-type all my notes so that the information would sink in deeper. If the class required learning lots of terms, I would use index cards and I would handwrite the answers and quiz myself with the index cards.
  3. Form a study group and work together with your classmates. This allows you to pool your knowledge and quiz one another as needed. Plus, some of the group members might have strengths in some areas that you do not.
  4. Study. Sleep. Eat. Exercise. Repeat.
  5. If you don’t know where your grade is prior to the final, confer with the instructor and find out what your mark is to date. This is a great incentive to help you figure out how much you really want to dedicate to studying for the final exam. Yes, I realize that students often do a cost-benefit analysis to figure out how much time or energy that they will dedicate toward a final.
  6. On the day of the final exam, sit down to write the exam. Close your eyes and picture your notes, the books, and think back to the lectures. If you’ve studied, the information is there, but you need to articulate it. You can do it.

Good luck!

Anti-Bullying Workshop: Part 2

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I previously blogged about an Anti-Bullying held on March 31st, 2012 that I attended in San Diego. The workshop was sponsored by Voices of Women and was for the local Somali community. The latter half of the panel included a community member and the local Police. The first presenter was Ramla Sahid, community organizer. Yes, I smiled when I heard this descriptor and after hearing her presentation I was so impressed. Did I share that she’s also a SDSU alum?! Yes, she is. This young woman is working for social change. “We are accountable to one another.” Hearing her say this was important. She was reminding the mothers and daughters in attendance. Yes, the audience was predominantly sex segregated and I will speak to this later.  She also gave a polite yet scathing commentary on how the tough on crime legislation and policies in California were counter-productive.

The other speakers were two police officers: one Lieutenant and one Detective. I am not using their names–both of them work in the community and I will leave it at that. The two really spoke to the intricacies of the laws regarding bullying and harassment. There were a few moments when I wondered if the presentation was right for this audience, but nonetheless their presentation was good. I also was at times fascinated by their guns. The guns looked out of place–I know that they were on duty, but after years in Canada I am not as used to seeing lots of guns around. (Humor). The officers noted that if bullying begins in primary school it only worsens in junior high and high school, so it’s important that we respond.

“Respect is universal.” Lots of head nodded when the Lieutenant made this statement. Farah noted that we need to get the men involved and that they need men only workshops. I am not sure if I agree, but then again I am not taking into the cultural considerations. Perhaps he is on to something and these male only workshops can also speak to the importance of fatherhood. More workshops is definitely something work thinking of given the proliferation of bullying and need to curb it in schools.

When the question and answer period took place Agin Shaheed noted that we must get the fathers involved. There were only mothers in attendance. He also noted that across the US 87% of teachers are women. (Is this why we keep on hearing the press and experts pick on teachers? Is there bullying against teachers because this is still viewed as women’s work? Maybe that is another post).

Collegiality via Email: Suggestions for Students

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Last week I wrote about collegiality on campus and was really thinking about colleagues. Today I am thinking about students. Most of the original post applies; however, it is markedly different for students. I advise students and  I supervise students. But, I also assess student work and worth with graduate and undergraduate students in different capacities. I am in contact with lots of students and I had some interesting conversations with colleagues at #ISA2012 I know that email communication is a sore spot for lots of us.

I’ll list in no particular order some suggestions:

Never send an email that you have initial misgivings with or give you pause. Don’t send it. You might have a smartphone, but that doesn’t mean that you are making smart decisions. The tendency is to be less formal and send an incomplete sort of email.

Never send an email in anger or frustration concerning a mark. These situations really requires a face to face meeting. And, then you and the recipient have the record of your angry or frustrated email. Avoid sending an email that you might later feel sheepish about or regret.

Never send an email making statements that you wouldn’t say to someone’s face. We get brave  behind the screen or with the phone, so think before you send. Remember that your instructor or boss is not your peer and you should error on being more formal than informal.

What you should do if you feel you need to send an email: Send yourself the email and wait. Then, review the email. Practice smart computing and communicating.

Blogging Assignments: Yes, I’m Sold on Them

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For the last four to five years I have included a blogging assignment in my Women’s Studies or Political Science courses. During the last three years the blogging assignment is mandatory and I have found that most students find the assignment(s) liberating in that it offers them a place to combine analysis with a creative assignment. However, I find that it is good to offer some flexibility with the assignment. Last Summer students had an opportunity to blog, put together a zine or make an iMovie that responded to a series of course readings. Six to eight of them put together zines and more opted to blog. For the second year in a row–no one opted to complete the iMovie assignment. However, one person did vlogging for her assignment and I was pleased with her vlogs.

These creative assignments are coupled with class participation, and lots of writing–a major research paper. The students get ample opportunity to think and write. My expectations are that the series of blogs helps the student hone her/his analysis of the course readings and my comments, then, help them improve so that the final paper is not merely an extension, but the final product for their thoughtful analysis related to the course material. I will continue to offer them this opportunity to blog.

The blogging assignment also allows the student to become familiar with a blogging platform and I find that most students enjoy learning how to add different matter (photos, video clips and the like) to their posts. The students experience some pride of ownership with their particular blog and then they get to do that practical thing—add familiarity to said platform to their resume. That said, there is also a growing area of literature that is examining blogging as a genuine assignment in the classroom and the benefits of blogging. I do think that we will continue to see social media use in our classrooms and here I do not mean that student laughing or smiling into their hands, as they text one another. No, we will see more colleagues using social media platforms in the classroom assignments. How are you using Web 2.0 in your classroom?

Dear Professor: My Parents are Lost at Sea and I Need an Extension

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Today’s Fri Fun Facts is about keeping it real. I give lots of advice on the Fri Fun facts and today it’s about not crafting elaborate stories in order to get an extension on work. During the last two school years I am definitely seeing that the grandparents are safe and not dying at the high rates that they used to and this might be related to how clear my syllabus is about providing proof. And, the proof about a death in the family usually is from the service—the funeral home or church typically puts together a program for the service. This might seem like an onerous request, but I find that it has kept many grandparents safe! In all seriousness, I am giving some quick advice about due dates and managing your time. In case you’re wondering, I did get a student email about parents lost t at sea. I contacted tthe Coast Guard. The student was embellishing and did not get an extension.

1. Manage your time well. In my courses the paper assignments are included in the syllabus, so from day one the students know what the assignments are and when they are due.

2. If you’re in over your head, make an appointment or come to your instructor’s office hours. I’ll be honest, I do think that I am more likely to be more flexible when a student “owns” their education and sense of overwhelm and talks to me face to face and asks for an extension. I do not always give the extension, but I think I am more apt to weigh the request differently than a last minute email.

3. Rely on resources around campus. At UVIC the library has an assignment calculator and students can type in the due date and a schedule is calculated that helps students organize their time. Attend class, go to tutorial, office hours, and schedule the time to conduct research and writing time.

4. Re-read points 1-3. I cannot emphasize how much guidance you will get from your professor if you ask for it. There is a reason why I had 8 hours of office hours this last week and that there was a line up–I care and I’m here to help. The only way that you’ll get guidance from your professor is if you talk to her/him.

With this—I ask that you finish your term on a high note and organize your time before the final exams begin. Good luck!

Disclaimer: This post has nothing to do with any of my current courses or students. It is merely the time of year when a post of this nature is appropriate.

Advising: #AcAdv

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It’s just about that time of year when current students begin to think about their courses for the next year. The thoughts vary from what should I take to what do I want to take. But, for some of the students the backdrop is what can I take to help me more employable. Yes, cue sighs from educators who do not want students to focus solely on employment, but perhaps on the love of learning.

One of the things that I’d like to remind most academic advisor is when you were an undergrad surely you heard from your friends and family–that’s a great program to study and eventually get a job. Alternatively, you might have been like me and fielded odd looks or even condescending comments that  said, “What are you going to do with that?” (I have my BA in Women’s Studies and a minor in Political Science). I do think that many have always looked at a university degree as something that can open the door to a career.

What has heightened this is that more students are also feeling this way that their college education is really meant to help them find a career. This is the reality of higher education today and I’m not going to argue against this point of view. But, I will say that as an undergraduate advisor I am going to try to help each student in my office to the best of my ability. Some students want the practical advice about getting work experience or making sure that each class gets them closer to their next goal. Then, there are other students who treat their education differently and are trying to find their niche or area of interest. And, yet another group of students are convinced that they will work for the UN or become lawyers. I offer these generalizations as examples of some of the student population and know that this is not an exhaustive list of the various student demographics.

These last two weeks and most likely next two months will mean more career counseling and helping students plan out their next school year. I will continue to ask, “What do you want to do.” This simple question helps, scares, and starts important conversations.

Young Adult Lit in the College Classroom and Beyond

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I was looking forward to an article in the paper about Yong Adult (YALit) and was disappointed that it really didn’t offer anything new. I’ve been reading YALit for years, as  a matter of fact probably before it was given the moniker. I think it’s filled with theory, politics, messages, and more than just entertainment. It is literature.

Young Adult  (YA) Literature as a genre is not new; however, its popularity has sustained the weakening publishing market. The  YA genre has kept many a publisher in the black, as the genre has a wide crossover appeal. Frankly, we have witnessed the genre balloon during the last ten years. Many have thanked J.K. Rowling and her Harry Potter Series for this. I thank her for the great series and more. And, I look forward to her next project.

I never really stopped reading YA lit. I think I dove into the genre more so once my eldest daughter became interested in the genre. Here my interest was really two-fold: my love of reading and want to discuss literature with her. Win-win. However, as an educator I have to say that I have found YA lit useful in the classroom. The genre has politics, gender, class, race, sexuality, nation, democracy and more discussed within its pages. And, the students really enjoy re-reading a book with a different theoretical lens. I have also had a chance to meet new people online and in real life (IRL) and have had great conversations about YA lit.

In my Women’s Studies and Political Science courses, I have actually offered a paper option that required students to read pre-approved YA Lit books and discuss course concepts in the books. Depending on the class, these assignments have been popular. The best part for me is the assessment of the assignment and reading how a student has reassessed a much-loved book in a different fashion and has a different feel for the book.

I have also spoken at Political Science conferences and in my local community about YALit and politics. I am repeatedly energized by the positive reception by colleagues and youth. People are reading YALit and noting the messages, politics, feminisms, and more. My fascination with dystopic YALit is not unique and I have had animated discussions with middle school students and high schoolers about protagonists we like or the way in which Lord of the Flies is germinal to many a plot. Connecting over books never gets old.

How cool is that?

Parts of this post ran in Oct 2010 I was compelled to revisit it based on the article about YALit being a new thing.

Fri Fun Facts~ Planning: What Works for You

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We officially at that point of the term that many of my students will wonder what happened to their Reading Break. They just had a week free from classes and hopefully relaxed and worked. Some did. Most did not get as much done as they wanted to. This is normal. Today’s Fri Fun Facts is related to planning the rest of the term.

1. If you haven’t done so already–get out your syllabi and highlight the due dates for your papers. Then, go to the Assignment Calculator. This will help you gauge your time.

2. Get focused. Now is the time to meet with your Teaching Assistants and Professors. Ask questions about the papers or other assignments. Get a better idea about their expectations. What are they really looking for with the paper/project?

3. Eat, sleep and exercise. It sounds easy enough–but you have to stay healthy.

4. Go to class. You will hear lectures and important information. Your participation today could turn out useful next year, when you ask for a job reference or letter of recommendation. Your Professor might remember you better if you were in class.

Overall, my words of advice–plan.