Happy New Year!

Happy New Year! I hope that 2013 bring you joy, happiness, and good health. What else do I hope for with this New Year. Sure, I can say world peace, a cure for Cancer and AIDS, and for the government to really take action with the Fiscal Cliff/Idle No More Movement. And, I truly do wish for all of the above, but this post will instead focus on what I hope for my students in this new year.

The 2012-13 school year is essentially halfway through and I hope that first year students learned how important time-management was during their September term. I also hope that all students realized that office hours are priceless. You might have to queue up and wait for five or fifteen minutes–but those meetings with your Teaching Assistant or Professor really is worth the wait. I have never heard a student tell me that it was a waste of time to see me or one of my Teaching Assistants. In fact, I get follow up emails, note cards, or tweets thanking me for suggesting that we meet or that they met with their Teaching Assistant. So, dear student, please take advantage of our availability!

I also send the gift of reading the syllabus to students. This means highlighting due dates and the instructions for assignments. This is a rich You Tube video about Reading the Syllabus. This made me laugh! Oh, wow. How many of us have had one of these moments?!  There is also a Facebook page about Reading the Syllabus. In all seriousness, the syllabus is the contract between the professor and the student. We expect students to read and review the syllabus.

Get into the library. Attend a workshop about research or citation. Learn how to use the databases and get outside of your Wikipedia or Google comfort zones. Learn other better ways to conduct research. The vast  majority of you are not yet skilled at researching and could use a workshop or two to hone these skills. The A students are the ones who have taken the time to use databases and dig deeper. Do not be embarrassed -go speak to the Reference Librarians and your academic mind will be blown.

My last wish for 2013 is that students stay healthy and this includes their physical well-being and mental health. I feel terrible when a student gets hit with a serious illness that turns their term upside down. I also feel for the student who is dealing with mental health issues and is having a really difficult time. I am not a medical doctor and I certainly am not a mental health professional, so all I can do is be supportive and suggest the health center or the counseling center. Remember, when you’re having a tough time, don’t be embarrassed -contact your professor. We are here to help and it’s much better if we are in the loop.

Happy New Year!

Time Management: Own It

If I could give students some advice this time of the term it would focus on the importance of time management. Sound time management should pervade all aspects of your life right now. Students are on a specific schedule with classes, tutorials, and paid work. You add to this the need to study more and time to think. Thinking time is time to strategize about assignments and writing.

It’s really hard to schedule writing time, as you might have the time window, but not be in the writing mood. Use that time to research, mind map or outline your paper. Then, when you are ready to write you will have a plan for the next step. I realize that it’s hard to “schedule” writing–trust me–I really do understand. One of my mentors told me to try to write a page everyday and this was excellent advice. For undergrads, I suggest that managing your time means that you set up time almost rigidly for studying and planning for the term.

As I have suggested before, use an assignment calculator. UVIC has a great one that I emphasize (I use this term and others might say recommend or nag) to students. It’s a great way of setting up mini-deadlines for the research process. Another important thing to do is to schedule down time, sleep, exercise, and eating properly. You can’t function at your best consistently if you’re not taking of yourself. I like to say that a major part of being a student is managing your time well and demonstrating that you can start and finish a project–this includes coursework. Please don’t be too surprised if your instructors aren’t too sympathetic when you ask for a deadline and note that you have other assignments due around the same time. We are well aware of this and will most likely note that students have had the due dates noted in the syllabus weeks or months in advance.

Managing time is something that everyone needs to do well. Teaching is a major part of my job, but I am also advising, sitting on various committees, chairing the Academic Women’s Caucus, sitting on Senate, and working on different professional organizations or boards. I use Outlook and appreciate its functionality to invite other Outlook users to book meetings. My point here is that my schedule is like a well-oiled machine. Try to do the same with your schedule–stay on top of it. Stay focused. Highlight due dates, go to class, read, and meet with your instructors.

Pink says, “We’ve had a shit day…” This is going to happen to all of us, but try to lessen it by managing your time better.

The Professor Who Has Expectations

Taking care of the classroom is not just about standing at the podium giving a lecture or leading a lecture and discussion session with your students. And, it’s not just about grading lots of assignments. Instructors are helping students manage their time, learn material, and offering them opportunities to interact with their peers and the instructor.

Part of the instructor’s responsibility is to maintain the integrity of the classroom, and this might mean a host of things. This means that the instructor provides a clear syllabus that notes the expectations for the class and carefully explains student evaluation. This way the students know exactly what they are assessed on for the class. Another responsibility for the instructor is maintaining a good learning environment for all students. While I’ve blogged previously about emotional labor, codes of conduct, and non-academic misconduct, I do think that this post is different.

The instructor is responsible to all the students to ensure a positive learning environment. The instructor will come to class on time and ready to teach/lead discussion. The instructor will also treat students with respect and encourage learning. In a similar vein, the instructor needs to also ensure that student behavior does not negatively influence other students’ learning or the overall learning environment of the classroom. My syllabus is clear about avoiding multi-tasking, watching videos or the overall misuse of the network per the university guidelines. But, I have now come to realize that I have to add an additional point to my syllabus. Drum roll~ in January my syllabi will now include a sentence about not wearing ear buds or headphones during lecture.

Part of the university experience for students is about the ability to acculturate to department or university norms. Hopefully, these exercises will be useful in the workplace–public speaking skills, writing, critical thinking, and working well with co-workers. A major part of being in an undergraduate program includes working well with others and following the rules, procedures, deadlines, and other expectations regarding student behavior. These norms—be it deadlines for assignments and understanding the importance of managing one’s time or being respectful of one’s peers and instructor are part of the university experience. I certainly do not think it is too much to ask a student to only come to class if they want to do so–especially when roll is not taken.

Likewise, I do think that it’s important for students to not come into class remembering that their instructors hopefully have had ample training and want to see them do well. However, instructors are also professionals who are at work and expect mature behavior. Save the eye rolling, sighing, and raising your voice for your friends and family. Seriously–your instructors are your future job references, mentors, and possible letter writers. People often say that the university isn’t the real world. It is a slice or microcosm of it. It doesn’t get more real than this. So, the next time your instructor asks you to please stop talking during her lecture or when other students are giving a presentation. Pause for a moment and think about your behavior.

Taking Chances: Applying for an Academic Job

Another Fall and another season for academic job seekers. The calls for applicants are going out in full force and I want to offer some points of advice for applicants. I’ve previously blogged about this issue, but this post is slightly different and will speak more so to the fact that so much of this process is out of your control. Seriously, it is. Part of the vetting process is the committee looking at the files and thinking, “Do I want to work with this person.” That is really outside of your control–it’s essentially gleaned from the overall file.

You have control over most of your file. You need to write a great cover letter and put together an overall strong dossier. You hope that your references are strong and that the entire package stands out to the committee. But, unless you are part of the long list or lucky short list—it’s really out of your control. A great dossier makes it clear that you have looked closely at the call for applications and that you have done your homework. You have included teaching evaluations, publications, a research statement, and teaching statement. (I’m assuming here that these documents or parts of the dossier were requested in the call).

The department or faculty unit has put together a call that might be rather vague and offer them a “let’s see what we get” expectation or the call is so specific that they either have a candidate or two in mind or have made it so that the pool of applicants will be a small one. This is tricky. If the call is vague, you don’t know what they really want and they might not either! Try to find out more about the position–maybe send the department head an email. If it’s specific and it speaks to your fit, then go for it.

Remember to do thorough research about the department. Review the courses that they offer and speak to both the call and the courses that you are prepared or willing to teach. Also, explain where your current research is at and where you see your research progressing during the next 3-5 years. You should demonstrate that you are not only prepared to hit the ground running when you’re hired, but that you bring something special or specific to the department. You might also note why you would want to move to the region or join the department. Overall, be concise and promote yourself wisely.

Now, for the things that are beyond your control: there might be different factions in the department and Faction A wants a generalist and Faction B wants a niche candidate, then Faction C doesn’t particularly like your file,your dissertation, and/or your letter writers due to the pedigree and sub-field. There are some moments that you just have no control over, when you’re applying for a job. The other important thing to understand is that no job is “your job.” Be careful. You don’t want to go on public record diminishing the application process and you also don’t want to possibly piss off the hiring committee. Even if you have an inside track (occasionally this does happen) be careful. You need to impress the department, the Dean, and the Provost (in most hiring instances).

And, yes, one time I did apply to a department and was told that I was a sure thing for an interview by several people close to the department. I didn’t get an interview. I kept my chin up and was very quiet about it. Everyone around me—librarians, colleagues, and friends were pissed off. Hell, I was pissed off for a few weeks, but kept quiet. It was the best thing that  I could have done. I got over it.

Related to this, if you don’t get short-listed or do and don’t get offered the job—please, please, please don’t be filled with sour grapes and insist that the “winner” was hired based on her gender, race, or connections. First of all, that sounds very unprofessional and do you really want to be that person making possibly false and hurtful assertions? You might in fact be correct or just plain wrong, but be the consummate professional. Each discipline and sub-discipline is smaller than you think and words always seem to make the rounds and then you might feel really embarrassed when your claims of discrimination or just plain sour grapes makes it way around to the person who got the job, around the campus or the discipline. Looking for work in higher education requires patience, thick skin, and good luck. Well, this is in my experience in the Humanities, Arts, and Social Sciences.

With that–I do wish anyone on the job market in higher ed or other wise–some good luck!

Thinking about the Term: Fri Fun Facts

The term just ended and it’s fresh in my mind. For students, staff, and faculty this is the best time to think about how the term ended. What can you do to make the next term better? And, more importantly what did you do well that you need to do again?

1. I keep track of my emails and hold on to them for more than a year. I do this to protect myself and the students. I will continue to do this
2. I had students blog in my seminars and I will continue to offer this as an assignment. The student blogs were good to strong.
3. I did something different this school year and I had separated my office hours between my advanced class (the seminar) and my first year course. The seminar students enjoy having their own slated consultation time. I will continue to do this.
4. I allowed one Teaching Assistant to run a series of writing workshops and I think that was a great use of his hours. The first session was small, but the next two included lots of students and they gave me positive feedback.
5. There are instances when I photocopy work that gives me or the Teaching Assistant pause. I photocopied some work this time, but will take special care to to photocopy any work that requires “strict scrutiny.”

Overall, it was a great term and I look forward to Summer School.

Collegiality on Campus

Today’s Friday Fun Facts is a reminder. A reminder for me and others that when you work on a college campus–all the other employees are your colleagues.

• At times the environment we work in on a college campus is stressful. The students’ stress vibrates off their bodies during certain points in the term. It’s always wise to confer with colleagues about student needs.

• When conferring with colleagues across campus, remember that you are on the same side or the same team. We are all working together on this microcosm. And, this microcosm is ultimately smaller than you think.

• Never say something via email that you would not say to someone’s face. Likewise, never say something on a voice mail or via a phone call that you would not say to someone’s face. I remember this instance a few years ago when a colleague across campus raised her voice at me, when she had incomplete information. I finished the phone conversation and assumed that she was having a bad day. Later, though, I wondered if I should follow up with a memo. I did not–I let it go.

• Remember that while this is the students’ campus–it is your workplace, so act accordingly. A campus might seem really “chill” and laid back, but it is still your where you work.

• Get out of your department or silo and meet people across campus. Yes, get out of your comfort zone and network. It’s healthy and you’ll make new friends.

I look forward to you comments about this post.

Rehashing Reverb: 2012

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!

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.

Learning to Say No: Boundaries

I am still learning how to say no at work and in my personal life. I am an energetic person and I like to do things and have a sense of giving back—be involved in the communities that I belong to. This includes on campus, off campus, both kids, and other communities that I engage with in my daily life. The only problem—there are only 24 hours in the day and I am not cloned, yet!

I am venturing into year three of working with my door completely shut at work. It took me a good six months or so to feel completely comfortable with that. I really thought that my previous open door policy was sound and important. Then, I came to realize that I had to get work done and that as an Undergrad Advisor I had students at my door all the time. The best advice was from a colleague who suggested that I shut my door. Now, I no longer have any issues with the door shut and establishing boundaries when I am available and not for office houring.

The virtual advising, though, is something that I’ve had to come to grips with, as students will email at all hours of the day and advising questions are important and in some instances time intensive. This Summer, like most, I was in California for a month and was not available for advising. I had the usual auto-email explaining my absence. I made a special point of acknowledging emails and directing most students to the department for the advisor of the week. And, this year I didn’t feel guilty about it.
This is an ongoing process for me, though. I find that I’m getting better at saying no and directing the student or other request to a more mutually convenient time. I have to say that most reactions are fine. No one is put out that I cannot make a coffee date for two weeks or that they have to wait a week for my office hours.

As a fan of sci-fi and fantasy I will admit that the cloning in #BSG intrigues me. I would have a clone to do certain work, but I would save the real me for enjoying life!

A New Term Begins

This is a re-imagining of a post from a year ago. I have updated and made appropriate changes.

It’s that time of year when most college students are thinking about the upcoming school year. From conversations in my office or via email, there are also positive ideas about how students will do things right this term. I applaud this. It’s great to come to the new semester or school year with an open mind and a good attitude. This is a slow teaching time for most regular faculty (note this doesn’t include the sessional instructors or adjuncts as they are called in the United States, who usually have to teach full-time in order to stay afloat). One of the things that we forget though, is that this time of year is very busy for advisors and others who help students figure out courses and other important matter that is important to student success.

This quick note is a reminder for patience. Patience for the frantic student who needs a little reassurance about classes and I have to remind myself for this. I have a process that I know that I need to go through to find out more about the students’ record, but I have come to realize that so many students really want reassurance that they are doing things right. For instance, I am finding that I am fielding more emails where a student really wants advice. “Which classes should I take?” A few have actually said, I want to know your recommendations. This is a big responsibility for me. Typically the student who asks, has already taken a course with me. So, I need to think about his/her interests and weigh my knowledge of the department’s courses. At first I would suggest all our courses, but now I am more careful. This is not based on content, but rather thinking more strategically about the student and her/his interests and possible grad school interests.

And, recently in my office hours, I told a student if you really feel that you don’t like an instructor and the course subject, drop the class. Numerous studies have demonstrated that a student is apt to do better in a class that she or he is more interested in and if the student’s transcript is questionable, I find that this is more accurate. Strong students will generally do well in most of their courses. For some students this is just more work and I’ve come to realize this.

However, I do think that students should push themselves and work outside of their comfort zones. One common response from students is that they have heard that a colleague is a GPA buster. I always smile at this and explain that if the student wants to focus on Area A, for instance, in grad school that she absolutely needs to have a class with said colleague. The majority of the students come back to my office the next term and thank me for my suggestion.

I think that when I am queried–it is acceptable for me to make course suggestions to students. I am one of two undergraduate advisors in the department this year. Students can trust that when they contact me (or the other advisor) they are going to get an honest answer. I know that some of the answers do not make them happy. Looking at the calendar I have exactly two weeks until I am back in the classroom. I’m excited, but want to enjoy these last few weeks. And, I hope that the students are, too.