Home » students (Page 16)

Category Archives: students

Fri Fun Facts: Academic Privilege and Making a Difference

Posted on by | 2 Comments

Today’s Friday Fun Facts continues my discussion about the Occupy conversations. I’m thinking about academic privilege and my own responsibilities. I’ll end with some points about how I’m reminded how faculty make a difference.

There are different units and levels of privilege on campus. Even though I am pre-tenure, I know how lucky I am to have my teaching-focused regular faculty position. Regardless, in some respects on campus, I am the 1%. Off campus, I am also part of the 1% by virtue of my college education. I might not fit per the income guidelines as a Senior Instructor at UVIC does not get paid $170, 000 or at least this one does not! I’ve been grappling with my political commitments. I marched to the legislature and then back to Centennial Square. But, I only officially visited the encampment twice during the month long “occupation.”

I did speak to this movement in other venues and feel that my work in the classroom and office hours mentoring students is important. Is it enough, though? I know that some days when office hours and teaching have drained me, I have felt that it is more than enough. Yet, on other days I wonder if I am doing enough to make a difference in my students’ academic lives and experience on campus and in the larger community.

Just as I wonder this, as I wander from one meeting to the next, I check my email and see emails from two former students thanking me for making a difference in their lives. The timing was perfect. Students telling me that the readings and lectures are influencing decisions or used in their daily lives reminds me that teaching and mentoring is important.

1. Office hours. It’s in office hours where I hear about successful classes. I hear so many positive statements about colleagues in Political Science or other departments. I wish I could bottle up these statements and send them to colleagues on rainy, cold days. They would warm up with the enthusiastic statements, “Her class made me change my major.” Students can be effusive with their statements. I’m not sure they always remember to let the instructor know.

2. Walking across campus. It’s amazing to see how some students light up seeing an instructor. I’ll meet a colleague for coffee and a student will see us and it’s nice to see the positive reactions.

3. Communication. Facebook messages, emails, and cards make their way to our mailboxes and students thank you for a class or a letter.

I can add to the numbered points, but I won’t. Enjoy the weekend.

Coalition Building after Occupy: Campus Community

Posted on by | 2 Comments

All of this talk about who constitutes the 1% makes me think of the university system. Surely, regular, full-time faculty appear to constitute the coveted 1%. We have the some semblance of job security (or at least those with tenure do), better benefits than the contingent faculty, job flexibility, and essentially get paid to think, talk, read, and some get to engage in research. It sounds great. Some have even gone so far to refer to the academic system as one of a feudal society.

I would argue that the student population–both undergraduate and graduate student are in a place of privilege, too. While they are taking classes and many are heavily in debt to do–the act of being on a college campus and opportunity to go to university is in itself a unique opportunity and privilege. Should we move beyond an “us vs them” conversation?

Thus, I’m not completely sure if the framework for who is the 1% completely works–unless we look to the CUPE staff on campus who are doing most of the behind the scenes work on campus–from serving coffee, cleaning the grounds, and working as contingent faculty. I would argue that this group of the university population is the most exploited or constitutes the least privileged group on campus. Of course, this also includes some staff who might make good incomes that exceed 50k annually. This is by no means enough to live comfortably in the capital region; however, it constitutes a good income. My point here is that more people on campus constitute the 99%. And, many in the campus community are not in their career job.

When we think of the university community, it is fair to say that regular, full-time faculty are part of the elite on campus. But, even this group has tiers: senior instructors (new, continuing and Teaching Professors), Assistant Professors, Associate Professors, Full Professors, and Canada Research Chairs. Directors of units or offices are in a good position as well. Then, we move to the various Deanships. Associate Deans and the full Deans. Moving to the next level would be the Associate Vice Presidents, Vice President, Chancellor, and President. There are many tiers of responsibility and privilege on campus. Maybe we should think more like a large community? The campus is its own microcosm. Can we work together for social justice? Is this a reasonable idea? I think that we can work together. The how is the important question.

Lots of great work going on at the campus across multiple units or departments. But, at times we aren’t having cross campus conversations to share this work. We need to get better at this. I don’t have the answers, but I’m thinking about what is next with the occupy movement and how we need a broad-based movement. This movement has touched so many. What is next?

Tedx Youth Victoria

Posted on by | Leave a comment

I was thrilled to attend the TEDx Youth talks this weekend. Where to begin?! I was impressed with the entire event and the speakers had me in stitches and I even misted up during some of the talks. I will admit to some of my biases with the speakers, as they were current or former at UVIC, where I work. Regardless, I think they all did a fabulous job sharing their stories in such an engaging manner.

If they represent the future, we are in good hands. The level of public speaking ease and topics combined to make a magical evening for the 100 plus attendees. The audience was mostly youth and it was also inspiring to see so many current of former university students in attendance. What great energy in the room! My hat is off to the co-organizers: Melana Mar, Janine Mayers, and Dustin Meredith. Shawn Slavin worked as the master of ceremonies and had a comfortable ease as he introduced each speaker.

The 12 speakers at the event varied from an amazing 13 year old, Gavin Kratz, who maturely explained that his generation will solve many problems. I could not help but smile at his optimism, as it was infectious and honest. I think I was most touched by Lilia Zaharieva’s talk about starting a non-profit foundation dedicated to supporting youth who have a parent struggling with mental illness. Zaharieva has Cystic Fibrosis (CF) and acknowledged that most people with CF live at most only until their forties. I gasped when it hit me that without a cure she’s probably lived half of her life. Just typing out that sentence gives me pause. What strength.

What an amazing array of youth! They inspired and entertained. I am hopeful that the people in attendance left the event enthused for tomorrow. I know I felt that way. And, I kicked myself in the rear for not getting tickets for my own teen and one of her friends.

In the spirit of giving a shout out to the UVIC students or former students:
Ali Lee, UVIC Student and Athlete
Brandaon Laur, UVIC Student
Shawn Slavin, UVIC Student
Jacob Helliwell, UVIC Student
Lilia Zaharieva, UVIC Student

If you haven’t ever attended a local TED talk, I encourage you to do so. And, remember that TED Talks are available online.

Fri Fun Facts: Student Evaluations

Posted on by | 2 Comments

This week’s Fun Fri Facts is a response to students’ informal evaluations of courses. Normally I offer students an opportunity to give me feedback about my classes. I also explain to the class that I take these evaluations seriously and will often change things in a course based on the thoughtful comments.

How do I do it? I do one of two things. I ask them to take out a piece of paper and list the readings that they liked or did not like or I borrow shamelessly from Dr. Heather Tapley and ask them to list what they would like me to start doing, stop doing and continue doing. I am going to refer to some of the common student comments during the last 12 months.

1. You assign too much reading. It is hard for most professors to not smirk at this comment. My job is to assign work that will cause us to think and chat about the ideas. During the last year, I have actually cut one to two readings in my 300-400 level courses. But, the students might know this! I did re-think the course allowing more time to chat about the readings.

2. The blank assignment is worth too much or not worth enough. With these sort of comments, I really can’t make all of the students happy. I could move things around and another few would complain that they want the paper worth more (or less)!

3. You are awesome. Do not change a thing. This class is like a mental hug, massage, best part of my day. I have to admit that the handful of statements of this sort do make me smile. And, I am thankful when the same person has given me constructive comments about what I can do better. I have previously noted that my teaching is not static, it’s fluid. And, I don’t pretend to not learn from the students. So, the positive comments are appreciated and weighed with the less than positive ones!

4. The blogging assignment is great, hard work, too much work. The students who have commented on the blogging assignments during the last two years have mostly been positive. And, a few of them acknowledged that they now read all the assignments and think: How would I blog about this? Fist in air! Now, as far as the blog being too much work in most classes they have to write a series of 4-6 blog posts, but this term the class has to write 6 over the course of 12 weeks. I’m hesitant to change this that much. I see that more students understand the expectation for the assignment, so I was more clear compared to 9 months ago.

5. I like that you offer us discussion time. I don’t like the discussion time and I want to hear you lecture more. This is a tough one. I use a combination of lecture and discussion in my courses and I find that more students prefer the balance. However, there will always be the 1-2 who want to hear me lecture more. I might need to dedicate one day to 100% lecture and the next day to lecture and discussion.

6. A student or two usually comments on my office hours. I don’t have enough or that I’m not available enough for him/her. As it stands, I have as many office hours as last year and I’m teaching one less course. Compared to my colleagues I actually have more office hours, but I know that I teach more students and I do make appointments as needed. My availability is not an issue in my humble opinion. And, during the busy times of the term I will add 1-2 more hours of office hour time.

Overall, I do think it’s an important exercise to check in with the students and see what is working or not working. I always hope that my classes are successful, but I also know that I am only one part of the class. The students are an integral part of the class.

Explanation for an Assignment

Posted on by | 2 Comments

I did something a little different in my class on Tuesday. I walked in and gave them what I felt was a good explanation for an assignment. I distributed the guidelines and reviewed them with the students. But, what I did differently was explaining WHY they had to do this assignment. I don’t think we do this enough. Our syllabi notes how the students will be evaluated.

But, do we explain why each assignment is important or why it is necessary? These are not cheeky, deep questions that I pose here. I do think that there are times when you need to put your cards on the table and explain to them:

This assignment will make your next assignment easier. I know that some of you get uncomfortable that I am evaluating your writing, but this evaluation is not about you as a person. I know that I walked in to the classroom wanting to do this based on a few difficult office hour meetings during the last two days. A few students shed tears and were not completely able to separate their marks from who they are as a person. Their mark is not them, but for some students (especially the first year students) it is really hard to separate the mark from their identity.

Perhaps some of the third and fourth year students in my afternoon class found my explanation tedious? I don’t know, but I wanted to remind them about the why for the next assignment. And, I also wanted them to realize that I know that they feel vulnerable when they submit their written work for review. How many of us has shuddered when we’ve opened up the email that includes reviewers’ comments? I know that for some of them my purple pen is like a weapon of personal destruction and I don’t want them to feel like that. Their grade and my comments is not a rant. It’s an assessment of following directions, critical thinking, and overall presentation.

Do you give your students the why explanation?

Art of Listening

Posted on by | Leave a comment

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

Posted on by | Leave a comment

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?

Using Social Media to Help You Make Connections

Posted on by | Leave a comment

Today I’m going to share my notes from Russel Lolacher’s ( @ruslol ) talk at #UVIC in September. His talk “How Using Social Media Can Help You Get the Job You Want” was well attended and I was thrilled to see him speak to each individual student who descended upon him after his talk. For many conversant with social media my notes might seem obvious. The talk was really geared for college students, who we know are mostly on Facebook, but for many the rest of their social media footprint is small. Lolacher gave some honest advice and often used himself as the example, which really makes his presentations that more effective and endearing. I have heard him speak on numerous occasions and if you need someone to talk about social media–ask him. But, note that his work for the BC government keeps him busy. Lolacher is the Social Media Director for the Ministry of Transportation and Infrastructure. This position, Social Media Director, was the first of its kind in the BC government and I am hopeful that it will not be the last.

My notes and please understand that I have fleshed out these points. This is not verbatim from his talk:

1. Talk to people. Go to Tweet Ups or Meet Ups. Meeting people and expanding your networks can help you with your job search. Lolacher noted that he spent about 18 months meeting people and networking before he got his current position.

2. Don’t go online if you not focused. If you’re not sure what you want, be careful. Try to figure out what you’re trying to do. If you want to become a food blogger, then go to the food related blogs. Try to make connections with other bloggers or people who are immersed in that community.

3. Don’t sound desperate. You need patience as you endeavor in this expansion of your networks. It’s going to take work and you might be scared at first. Take someone with you to an event.

4. Get on Linked In and participate in the community. Be strategic and ask questions. Many of the companies that you’re interested in are on Linked In–engage with them.

5. Get a business card! Paper and online. You can use About Me Visualize Me, Flavor Me, Beyond Credentials and countless others. Make sure that your paper business card includes links to your social media footprint.

6. Related to all of these points–make sure that your social media footprint is acceptable for networking and a future employer. Review the photos with your tags on Facebook. Are they all “clean” and appropriate. You do not want an old photo or comment on Facebook or elsewhere to influence your hiring, promotion, or other important work related matter.

7. Find your passion, find your niche!

Lolacher said more, but I was trying to pay attention and then realized that I should take notes and share! If you feel like a newbie, schedule a coffee with someone who you know that has a larger online presence. Make sure that you are honest with this person and go from there.

Fri Fun Facts: Following Directions

Posted on by | Leave a comment

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

Posted on by | 6 Comments

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!