Home » Posts tagged 'students' (Page 2)

Tag Archives: students

The Art of Phoning It In

Posted on by | 1 Comment

What does it mean to “phone it in.” Generally speaking this means to give something little effort. To phone it in means that you made an attempt to do something. This does not mean that you tried hard, as you merely phoned it in. There are the occasional work outs that I phone in and hopefully get inspired to do more half way through the work out. There are days at work when I phone it in at a meeting or go through the motions, when I am not feeling well. However, I do not make a habit of doing this, as my job is too important to me to do this. Plus, students are smart. They know when a professor is phoning it in, and frankly, they do not like it. Can I blame them? This is my job. But, alas, I have expectations for them, too.

When do you phone it in?

I’m done teaching for about seven weeks and I am thinking about the last school year and the moments when I have phoned it in or when my coworkers or students phone it in. People say that Cs and Ds earn degrees, while this is true these sort of grades do not normally expedite getting jobs. Some students are clearly going through the motions, and I understand that. Some students do not want to be at the university or are not ready to do the work. But, there is something to say about a focused, hard worker who might have those occasional moments of phoning it in, but does not make a habit of phoning it in at work. Yes, I am saying that school is work. Students learn critical thinking, writing, time management, and hopefully get opportunities to collaborate with classmates. School is work and work is school. Success in university does not necessarily correlate into success off campus, and many college drop outs in the tech industry can attest to this. But, I have a word of advice for the rest of us:

Do not phone it in.

The photo below is a beautiful cake made my Real Food Made Easy, @toots11, Janice Mansfield. She never phones it in!

20130704-154626.jpg

Young Adult Lit in the College Classroom and Beyond

Posted on by | Leave a comment

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.

Grad Schol Applications: Revist

Posted on by | Leave a comment

Yes, it is that time of year, when professors are writing students letters of reference for graduate school. Thus, it’s worth my re-post of this Oct 2010 post with some additional comments. Just a few words of advice to students: Be organized. Don’t be a tyrant! My experience is that 99.9% of students are earnest and really want the help. What happens is that poor time management adds stress to an already stressful endeavor.  So, this photo is shared with lots of smiles. And, I realize that college students are not children. The quote was one that made me smile. That is all.

1. Ask professors weeks before the letters are due. And, please don’t be offended if we decline.

2. Provide us all the information we need. Where is the letter going? When is it due? Do we need to complete an applicant assessment form? Can we upload the letter online? Please fill out any forms and try to avoid asking the letter writer to do so (your name and SIN or SSN info)

I ask for a copy of your letter of intent and cv/resume. I might even meet with you and ask what your motivation is for continuing your education.

3. Remind us. Send an email a few days before a due date.

4. Thank us. This can be an email or a note. It’s not necessary to do more. Remember that your tenure line faculty actually get paid to mentor and do things like write letters. Keep in mind that part-time faculty do not get compensated for this extra work. Remember to thank them profusely–a card, bottle of wine or a face to face thank you is nice.

5. Remember that your organization makes this process easier. You will fill less anxiety and provide your reference writer ample time and information.

6. Keep us informed with the good news or what your Plan B or Plan C is.

Good luck with this process!

Fri Fun Facts: Advising

Posted on by | Leave a comment

Today’s Fri Fun Facts is about Advising on college campuses. I want to students to remember that students should look to the various Advising offices on campus as a place to not only get questions answered, but the first step in their success.

1. Good Advising is community building.

2. Seek out advice and advising. The official university policy is on line and usually available as a hard copy. Double check the requirements, but also ask others for advice. It’s good to confer with trusted classmates and then check in with an advisor. Don’t rely merely on students or your peers, as they might not have the most recent information.

3. Check in with your advisor once per year–at the least! It’s like an oil change or bike tune up! This is your education and you need to “own it.”

4. Remember that there is the rule of thumb and the requirements. Distinguish between the two. Don’t always think of the minimum requirements. Also think about what you want to take and how your plans or dreams can change. Here is why taking a minor, honor’s, co-op (internship) or double majoring can be helpful.

These are some quick ideas about best practices or needs for advising.

Difficult Students: Public Court of Opinion

Posted on by | 3 Comments

Lots of academics have been immersed in conversation about the NYU student’s outburst against her professor. The student ended up writing letters to the NYU President and went so far to repeatedly threaten her professor and the university. She wanted to take the issue to various papers, where she has family and friend connections and the court of public opinion.

Of course, the university cannot really respond openly, as it is an issue of the student’s privacy. But, what the student did was make her various diatribes public. These letters have been made public and have really made her look terrible–like a petulant, self-entitled young person. I have not used her name and I won’t. But, what I will respond to is the fact that she was unhappy with an assignment and contacted the university president to get her professor terminated! One of her diatribes also accused her professor of being only a “spousal hire.” Obviously this student has no idea about hiring in higher ed. Even if this professor was a spousal hire–she would still have to be qualified and a good fit for the department.

There is even a blog that includes many of the student’s alleged Facebook status updates and they display more of the same sort of outrageous statements. What this makes me think of is the difficult students that instructors have in classes. These students usually make up a small percentage of the student population, but at time they can actually take up more time than all the other students combined.

Some of us on Twitter responded using the hashtag #difficultstudents and my Facebook feed was full with friends in and outside of academe responding to the incident. The discussion that I would like to have is two-fold: acknowledge that some students are difficult and that faculty need to balance protecting student needs, protecting the integrity of the classroom and more so for contingent and pre-tenure faculty protecting your reputation/job.

This is part one of this discussion. What are your thoughts?

Rehashing Reverb: 2012

Posted on by | Leave a comment

I’m shamelessly borrowing the theme for this post from the University of Venus and the #Reverb11 theme for December 29th that was about Habits and 12 things your life doesn’t need in 2012. I’ll amend it and speak to less than that for the post. At first it seems very easy to think of 10-12 things that you don’t need in your life—bills, debt, and perhaps grumpy people. But, when you sit back and think more thoughtfully, you take stock of what you want and don’t want in your life.

1. I don’t want so many excuses. It gets really frustrating to hear excuses. Own your education, your job, and your life. You do have some control. Particular to students, once you graduate most of you will look back at your 5.1 years as an undergraduate and think about how lucky you were. Yes, you will, and some of you email me or send Facebook messages August- November wishing that you were back in school. You wish that you could go back and try harder or spend more time on that one assignment. To this I say, own it. Own your responsibility. For people who aren’t students this also applies. Before you say, I can’t—think about why you can’t. What is your motivation or lack thereof. What is holding you back?

2. I don’t want to complain about the weather—so I won’t. I spent 2010 and 2011 taking special care to not complain about the weather as much as I used to and I’ve even attempted to embrace it. This is hard, as I fully admit to being a weather princess. I grew up used to Spring and Summer and now in the Pacific Northwest I get four seasons. OK, I don’t get the Winters that Alberta, Manitoba and most other provinces get, but I still get colder weather than I’ll ever become accustomed to. So, I endeavor to complain less!

3. I don’t want negative energy in my life and this includes tightening the inner circle of good friends. I’ve come to realize that I have had a few friends in my life who really thrive on the negative and are passive aggressive. I’ve tried to walk away and limit my time around these people, as I notice that I leave a coffee date thinking about some petty comment. I don’t have time for the negative energy and will protect my time more so in 2012.

4. I don’t want to feel bad about working lots, but need to balance this with more quality time with my family. I need to work smarter and as soon as I figure this out successfully I’ll sell the secret! Seriously, since I live my life term to term, my schedule fluctuates. I need to have better control of the schedule, but also admit that I do need two long days of work or else I have to work on the weekend. Whoever thinks that academics work a 40 hour work week should shadow me or my countless colleagues across campus.

I do think that four things complete my list for now. I’ll keep you posted about how I work on these points. I have control over all of them—my reaction. I’ll have to remember that!

Fri Fun Fact: Winding Down

Posted on by | Leave a comment

Today’s Friday Fun Facts is really about winding down and my wishes for students.

1. I want you to know that I truly enjoyed both classes this term. And, hope that you enjoyed your classes.

2. Now that it’s the final exam period, it’s very important that you review your notes and the readings. You’re exhausted and I get that, but the last assignments are often the weakest. Do what you can–give it your all. Your grade is in your hands.

3. Eat, sleep, exercise and try to manage your stress. Walking around campus this week, I saw so many shoulders up to ears and exhaustion. BTDT. You must try to take care of yourself.

4. If you had a particularly good class, make sure you send off a quick email to the instructor.

5. Reflect. Think about the term and what you did well. Also, think about what you could have done better. And, in January when the new term begins, try to stick with the things you did well.

Good luck on your exams and with the final papers! Have a good holiday.

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: Positive Wishes for Students

Posted on by | Leave a comment

Today’s Friday Fun Facts is dedicated to my students. Well, to any #UVIC students. I hope that you have a great start to the term and this school year leaves you with a continued love of learning. My other wishes for you are as follows in no particular order.

1. Come to class. You’ll do better.

2. Come to office hours. The consultation does help.

3. Do the reading. A close reading and not a quick review or scan.

4. Take notes.

5. Establish study or conversation groups.

6. Think about the assignments and manage your time well.

7. Use the handy assignment calculator to help you manage your paper(s) writing needs: http://webapp.library.uvic.ca/freecalc/

8. Write helpful comments on the Course Experience Surveys. (Teaching effectiveness, readings you didn’t like/did, etc). Save the snark for FB or Rate My Professors.

10. You have lots of resources at your fingertips or shoes–contact the Writing Centre or other offices on campus to help you.

11. Review numbers 1-3! Repeat.

12. Get involved! The more you make #UVIC and your home department your home, the better you will transition into the campus community. Don’t sleep through these 5.1 years. Make the most of it.

And, seriously, do enjoy these years on campus.

Accommodating Students’ Disabilities

Posted on by | 2 Comments

The university where I work at has a Resource Center for Students with a Disability (RCSD). I am usually in contact with the RCSD several times a term and I have had ample opportunity to get to know some of the staff there well. I jokingly referred to the RCSD as an “academic first responders” and a colleague at the office appreciated my acknowledgement of the office’s work. I think it fits, as for some of my students the RCSD is really the first place they need to go to get help with their education. I have students who test out for various reasons: require a distraction free environment, need 1.5 more time for the exam due to dyslexia,  might need access to voice activated software or might have recently been in a car accident and might need more time for their back and or neck comfort.

As long as the student is registered and completes the proper paper work, this is never a problem. What becomes tricky for me as someone without any training in learning disability assessment, is when students do not make use of the RCSD, but can or should be based on their own admission. As faculty, I can encourage student learning in many ways. I use different types of technology for the different learners. I have also suggested the RCSD to some students.

My suggestion of the RCSD to students has been more problematic. There is still a stigma with the term “disability” and some students have taken umbrage with my suggestion. This school year, I had a student leave my office angry with my suggestion that he get assessed at the RCSD, even though he shared how his learning disability was a problem. He did not want to be labelled and I understand this, but I was sad to see him later drop the course.

The policy on campus is that students who have registered and been assessed have access to the RCSD policies and protected rights. A student who is not registered will not be able to have the same accommodations. For instance, some students might have an open-ended note on their assessment letter that is sent to faculty: student might require leniency with due dates. In these situations, we negotiate deadlines. However, without registration at the RCSD deadlines and late penalty assessments are a completely different story.

My point is that I wish students did not feel embarrassed about a learning disability and that more would use the services on campus available to them. Until more do so, their complete needs will not be met on campus and more importantly their grades will reflect this. Ultimately, the forms and grading of an additional exam or two the next day is worth it to accommodate my students and help them be successful in my courses.

I have also had to accommodate students who cannot regularly come to class and this requires more patience, but again the goal is to help a student complete her/his coursework. In these situations, more communication is necessary.

This post originally ran on Equality 101, which is now defunct. It’s an oldie, but a goodie!