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Art of Listening

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This last week my office hours were teeming with students who wanted to get help with their paper proposals. Many wanted more direction about my comments, so that they could improve their assignment. For some students this process is not easy. I can see hands shaking and nervous looks as they sat and chatted with me.

But, I would be remiss if I did not address that a small number of students come to office hours and are somewhat defensive. Again, this is a small amount and I would offer that one common trait with this small number is that they do not really listen. They are typically waiting to talk and respond, but tend to not listen to the advice or direction that I offer.

This small group is also typically convinced that their idea/topic is perfect and does not need any revision. These moments cause interesting conversations, as I am trying to help and I am cognizant of my grading rubric. It is my class!

The best advice I can give is patience. It is hard to review and revision our work and this is also hard for our students. I keep on reminding myself of this when each student enters my office. And, I explain this to my Teaching Assistants, too.

Fri Fun Facts: Making the Best Out of Odd Class Times

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We have all been there before. You get assigned the early morning class time or your advanced course get the coveted time for a first year course. I have made sure that the early class is interesting and I have at times given them an additional five minutes to get to class to meet them half way!

Another way that I have dealt with this is to shamelessly borrow from a colleague, Dr. Avigail Eisenberg. A few years ago she was also assigned the TWF fifty increments schedule and she opted to lecture on T and W and leave Friday for “seminar.” Half the class attends every other Friday and this allows a better chance for discussion. When she shared this, I immediately changed my course to the same schedule. I’m going to speak to what did not work and what did.

1. I have found that by and large most students do not like change. The first time I adopted this was about one month into the term and some were resistant at first. And, I saw that more than half showed up to the seminar or discussion sessions on Friday.

2. One student even noted in the evaluation that s/he did not pay money to hear classmates speak! This student wanted me to lecture each day. Mind you Friday really turned into the day that the student groups gave presentations and this never changed.

3. Students like this more when immediately know about the class set up in the syllabus. Even so, I find that more than half the class shows up to the seminar or discussion dates.

4. You must be flexible. I divide the class A-M and N-Z and there are Fridays when some show up for the “wrong” week so that they do not have to attend their week. This is fine. I’ll tally up the attendance on Friday and divide by two and calculate!

5. You need to encourage the students to talk if you move to a seminar or discussion class. It cannot just be you. To do this, I have scheduled all of the Student Led Discussions (presentations) on Fridays. This requires that the student groups offer thoughtful questions to their discussions. The student groups are assessed on these discussions, as well.

6. After the class I note the feel of the class discussion and the quality of the comments by the participating students. I also assess the students who lead discussion.

I am in the fifth or more term of using the Friday classes as a seminar or discussion period and thus far I am happy with it.

How do you deal with imperfect class time or classroom assignments?

Fri Fun Facts: Following Directions

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My Friday Fun Facts for today are about following directions. How many times have you looked at some directions and then realized that you read too much into them? I attended a lunch meeting the other day and wondered why they weren’t providing lunch. I showed up with my own bag lunch and lo and behold lunch was served. I verified the email and the email was clear. I just missed it.

I have been marking blogs and paper proposals this week and I am finding that the first error or misstep that many students hit against is following directions. Directions stated in the syllabus and announced in class. Now, there is a marked difference between the stakes involved with my attendance at a meeting on campus and lunch versus students’ marks. Clearly marks are more important. But, this grading experience is making me listen and read more closely than usual!

I have found a few things work best:

1. The directions need to be clear.

2. Include an example of a good or strong assignment. However, do not expect that is a fool-proof solution.

3. Be patient. Some will argue that they were~ being more thorough, did not understand, never read the syllabus, wanted to do the assignment their own way, etc.

4. Learn from each section of the class and augment as needed the next time around!

5. I want to emphasize patience. As some students do not realize that the assignment guidelines apply to them. This can include the topics and due dates.

Directions and marking offer me teachable moments. Back to grading…

Fri Fun Facts: Thinking about First Year Exams

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Today’s Friday Fun Facts is about mid-terms and Teaching Assistants.

I have previously blogged about the importance of letting go and giving the Teaching Assistants more autonomy combined with guidance. This last week I facilitated a review session for the large first year class. This is the one thing that I have not let go of in the team-taught course–a sense of going that extra mile for the large first year class.

To be clear, if the course was not team taught with three other faculty, the review session would take place during class time. But the review session I offer is after class. This does add to my workload and I’m fine with this. I am thinking about how I prepare them for the mid-term and the process of working with the Teaching Assistants like a team. My role is to mentor the Teaching Students in this process of assessing student work.

1. I think that first year students need more guidance with their first mid-term. I understand that during the Fall term that the mid-term in my class might be their first mid-term ever.

2. I provide a list of possible exam questions so that they can study during the three to five days before the exam.

3. The exam will pull from the array, but not require them to write on all of them.

4. I grade about 10-20% of the exams in order to provide the Teaching Assistants with some sample marked exams and I also provide them a working key. I say working key since the students might offer us a different point on a question.

5. I view the Teaching Assistants’ work and have any D or F exams include a note that they must visit me during my office hours. I feel that these students should chat with me about their exam. I need to know what happened. And honestly in 14 years of working with first year students those that come to my office generally own their poor grade—didn’t study, didn’t come to class or similar point.

Overall, I do feel that teaching first year requires a more hands on approach. The jump to university work is harder for some students. And each year my students remind me of this. Good luck to all of us writing and marking exams!

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!

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!