Career Advice for Advanced Undergrads

You’re in your last year of university and getting nervous as the school year starts, hits the half way point or is ending. But, for the sake of ease, let’s pretend it’s mid-way through your last year of university. I’m going to make some suggestions for you. And, these are my opinions alone and not endorsed by my employer. This advice comes from my university experience, 14 years of teaching, and years of advising unofficially and officially.

1. Get yourself to the Career Center or the Career offices. Your campus should have an office with extremely competent staff who are there to help you. But, understand that they aren’t there to help you get a job, rather they are there to give you the skills so that you get yourself that job. They will empower you, but it’s all about your own skills and your own file.

2. Speak with your departments Undergraduate Advisor. Believe it or not, s/he might have some good advice to give you. The advisor might know of additional job boards in your area of interest. See if this person is willing to review a cover letter or your resume. If they are not–don’t get offended–go back to number one and ask for help at the Career Services office.

3. Speak to trusted peers who are in your situation or who have recently graduated. Your peers are a useful resource, too.

4. Confer with other faculty or mentors that you have in the campus community or community at large. Now is not the time to feel shy. You have to reach out and make some effort.

5. If it works for your field (and which fields does it not work for?) get on social media. Yes, join Linked in and establish your profile there and meet others on the platform. Ask people questions—especially those in the industry that you’re interested in.

6. Are you blogging or on Twitter? Will these platforms be useful for you? If so, then do it. But, always be very careful with your digital footprint. Google yourself and see what is out there. That photo of you in residence engaging in naked beer sliding—might need to be deleted! OK, you really don’t have compromising photos, but do take a look and see what photos and status updates you’ve had so that you won’t have a future employer “creep” and find something that they don’t like.

Particular to Victoria, I suggest to students that they not only look at the local job boards (BC Public Service, municipality job boards, and UVIC’s U-Hire, but also VIATEC’s. You never know what you might find in many of these. I also explain to students that they most likely won’t get hired right out of their undergrad as a senior policy analyst. The truth is that you’re going to have to work your way up and this might mean that you’re working in a position that requires data entry, filing, and “gofer” work. You have to cut your teeth in a job and be prepared for this.

If you’re interested in working in Victoria, I suggest that you keep abreast of when there are Chamber of Commerce events (Victoria or Westshore) and attend some of the events to network and meet local members. Note that members of this organization aren’t only local business owners, but government types, elected officials, and just regular people who are interested in the community. Also, attend other local events and get to know the community. This might mean registering with Meet Up and looking for events that will allow you to meet other like minded people. The thought of doing this might make you feel uncomfortable, but you need to get out and meet more people and realize that the limited discomfort can pay off with a mentor, community building, contacts, and possibly a job connection.

I have seen students take 4-8 months to find work after they graduate and this is pretty common. The students who are willing to take risks or start at the entry level position are the ones who have been the most successful. What are you doing to do?

Break, Brake: Grading

While I’m doing some intensive grading and calculating grades for about 250 people, I am going to press the brakes and not blog for about a week. I don’t need the break from blogging, but I need to focus on grading right now. And, don’t get me started about the slate of meetings. I do look forward to resuming some serious, thoughtful posts about the term and different topics. One topic for the year end is ambition. Why is ambition frowned upon by some?! I need to think about this more. I also want to speak to blogging assignments in my Gender and International Relations course. It worked well, but what can I do to make it better?

Until then, I am busy with my purple pen. I’m trying to write constructive comments on students’ papers and then play nice with Excel.

Review of Feminism for Real: Part One

I finally finished Feminism for Real: Deconstructing the Academic Industrial Complex of Feminism (2011) edited by Jessica Yee. I’m not going to mince words—it was hard to read the book. This was the book that I would have loved as an undergraduate student in Women’s Studies at San Diego State University (SDSU). I was a first-generation college student like so many Latinas on campus in the late 80s and early 90s. (And, there are still lots there today—even with the extraordinary budget cuts and tuition hikes.) But, now I wear a different hat. I suppose some would say that now I am the “Asshole Academic Feminist.” Actually, I hope that no one would say this.

This book is written for the student (in and out of the university experience) who has ever felt that s/he did not fit in and was an outsider in the classroom. Other readers will love this book based on its pointed indictment about the at times vacuous nature of academe and jargon-laden discourse. I remember not feeling like I fit in and that I was the only non-white student in the classroom. I also remember the familial demands that I had that no one else seemed to have. But, by the time I graduated I knew I had my academic home and no home is completely perfect. And, I knew that my career was going to be in higher education.

I do take issue that Yee and others argue that the book is not a “hate on” feminism or Women’s Studies. The book is clearly an attack on mono-feminism (as if this exists!) and Women’s Studies. But, how can feminisms or Women’s Studies evolve if there are not the occasional moments of calling out so that introspection can take place! Now, before I get further in my commentary, I need to be more specific. I do have my BA in Women’s Studies from SDSU and a MA in Liberal Arts and Sciences from State. I ended up earning a MA and PhD in Political Science. I like to say that I’m over educated and under-paid, but that is a different blog post.

Getting back to the book, it’s not uncommon that a discipline has foundational texts and ideas. I saw this in Women’s Studies and Political Science. I did feel badly for some of the essayists in the anthology, as it sounds like a few of them had poor instructors, and some bad classmate experiences. But, I do think that it is important to understand how important foundational texts are in a discipline. They serve to provide the frame of reference. This does not mean that you have to agree or even like it, but being familiar with it is helpful for dialogue. And, having a frame of reference is useful for constructive criticism. As much as I hated the statistics series in graduate school, I also know that they made me a better teacher and scholar. Likewise, being able to counter Liberalism or Liberal Feminism required that I first know the concepts—even if they did not speak to me and my experience.

Again, maybe I have been immersed too long in higher education that what is plainly obvious to me that we learn about different things that at times do not speak to our specific experience. Then we usually (hopefully) can respond to it. Certain sections of the Feminism for Real had me frustrated. I felt like the particular author did not give the ideas, classroom or book a chance to see that there could have been something useful there to learn. Some of the sections were problematic to me, as I felt that the author was not familiar with the topic that s/he was responding to! I’m well aware of the fact that gatekeeping exists in academe and I am not supporting this. My work in the classroom, office hours, and elsewhere attempt to break this method. However, I also want people to understand that learning is not always fun—it makes you angry at times. Causes moments of disbelief for the student or reader and I know this, as I see myself as a life-long student. Learning is messy. It makes us uncomfortable. Feminism for Real made me uncomfortable. Yee and the contributors were successful. They made me think. Made me react.

Fri Fun Facts: Student Evaluations

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.

Using Social Media to Help You Make Connections

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.

Breast Cancer Awareness Month

I am going to do something more personal for a few blog posts about blog about breast health. That’s right, I’m going to blog about the girls, the twins, the boobies, the breasts, the chest tissue, and add to these array of euphemisms for what we call women’s breasts.

October is Breast Cancer Awareness Month. And, in the spirit of support I am going to blog about my experiences getting a Thermography Breast scan and about breast health. So, if you normally look forward to my posts about education, mentoring, the classroom, and popular culture—this goes slightly away from that. But, these few posts will also be very important. Breast health is a matter of life and death for so many.

This post is more focused on breast health and I want to shed light on a few things I learned during the last month or so.

1. You can get scar tissue from an ill fitting bra—especially underwire. I was quite surprised to find out that I have some scar tissue from my array of underwire bras. I was not aware of this, but once the technician pointed this out I could feel it and it is in the same place where the underwire hits against my chest.

2. I had scar tissue from breast feeding in one breast and did not know it. This will make mammograms and monthly digital exams very important for breast health.

3. Good bras are not always the really pretty bras. Boo, but there are great places in Victoria for good fittings and better bras for breast health.

4. Breast health is important for all women—from teenagers to women of a certain age. Oh, I mean the wise women—our mothers and grandmothers. You are never to young to begin thinking about your breast health!

5. I also found out in conversation with lots of women that we tend to forget about breast health. We are more apt to buy the Pink Ribbon item (and this is for another post) than to make sure we do our own monthly or bi-monthly breast exams.

My next post about breast health will focus on the Thermography scan that I had at Valentus Clinic in Victoria for more information about the clinic see: http://valentusclinics.com/programs-services/breast-health-program

Mon Fun Facts: Things You Enjoy

This Monday I am mixing things up and posting a Fun Facts. My Mon Fun Facts is a reminder to do things that you enjoy. What makes you happy? I’ll share some activities that make me happy. First assume that my family and friends make me happy. That is a given. OK, a given on most days!

1. Exercise. I need to clear my mind. And, exercise is the best way for me to do so.

2. Reading. I actually get cranky if I am not regularly reading books and magazines. I have to fit these into the reading and marking of student work, but I do. And, sometimes I am more successful than others. I always have lots of books on the go.

3. Cooking and baking. I don’t know what it is, but I take great satisfaction in baking or cooking. I find the process and smells soothing and there is nothing like having my girls swarm the kitchen for some freshly baked cookies. And, the students are really happy when I surprise them with cookies.

4. Brain massage. Yes, watching a movie or some TV. There are times when I just need to plop down on the couch and get a brain massage.

5. Body work. Speaking of massages…I cannot say no to body work. I’ll include physio, acupuncture and massage in this category.

Remember to do what you enjoy and try to live a balanced life. We can get caught up in the rush of our daily lives and forget to take care of ourselves.

Fri Fun Facts: Thinking about First Year Exams

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

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.

Using Social Media in the Classroom: Quick Tips

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!