My institution defines me as a teacher. I knew this when I accepted a job teaching a 5-5 load a community college. Publication is not a part of my tenure review process, but teaching evaluations are, and I take part in an elaborate observation of my classes each year. The thing is, I am trained as a researcher and I define myself as a scholar, which to me means equal parts research, writing, and instruction. I was one of those people in graduate school who couldn’t wait to start my dissertation. Even as I have come to see myself as more of a teacher and found real meaning in working with my students, I feel a need to go beyond the classroom, to try and solve the systemic problems I see in my institution and community colleges more generally through inquiry and writing. This post is a look at my ongoing struggle to make space for the part of myself that is a writer in a teaching-focused job. Continue reading
I am writing from the 11th week of our semester and kicking myself. What was I thinking agreeing to write a post at the end of April? So here you have my most honest and unfiltered thoughts now that I am nearing the end of my first year teaching community college full time.
Wow. It is hard. It is brutally hard on my body in a way that is completely unfamiliar from my previous experiences in higher ed. Teaching so many students at two different campuses requires much more communicating than I have done as an academic introvert. And it’s not just the teaching/ meeting with students/ grading responsibilities. While my students try to complete freshman writing, they are dealing with childcare worries, hunger, homelessness, domestic violence, drug and alcohol addiction in their families, and significant health concerns. Continue reading
Each year we welcome new faculty to campus. Some are beginning the tenure process, some are visiting (including postdocs, adjuncts and folks on sabbatical) while others are making a mid-career transition. Hopefully when you arrive, orientation helps you understand the culture of the place. The topics tell you what is important to the institution. Hopefully you can start to get a sense of what is expected of you by many different constituencies – the administration, the faculty, your department (and chair), the staff, your students (both in courses and those whose research you supervise) and your advisees. Orientation also can help you understand what kind of support you can expect from these same people.
So what do you do if your institution does not have support structures in place that you think you might find helpful? Most institutions have someone designated to mentor faculty development. It could be a vice-provost, dean, associate dean or head of a teaching and learning center. It might make sense to check in with this person and ask what is possible. Would you like a mentor outside your department? Would you like to set up weekly lunches with a group of junior faculty? Would you like to have a writing group that helps keep each other on task and productive?
Here are a couple of suggestions to start the teaching year, especially for those on the job market or tenure-track: (1) set up some peer observations and (2) make plans for formative assessment. Continue reading
I am failing.
OK, it’s probably not that dire, but that’s how I feel many, many days this semester. I thought it was all going so well, and in so many ways, it is. I have a ‘lab’ now, with people in it ranging from undergrad to postdocs. I have settled into my job, and the class I’m teaching this semester is going fairly well. Two papers will be submitted by the end of the month, and I continue to love my job. Most of the time.
However, I’m totally flailing with all of the extra parts of work, and I’m not sure how to fix it. For the first time since I started in academia, I feel like I’m dropping balls. Nope, I AM dropping balls. And my own personal giveaway for pent-up stress has returned (for me, episodes of TMJ). Luckily, I have a very physical reminder that I need to take care of myself, and am good about heeding those reminders. But these small things—stress, bad habits, unhealthy ways of coping—have a tendency to build up and become canalized, so I need to address the root of the problem.
A TSW reader recently suggested a post on what the day-to-day job of a professor looks like, and this post can partly address that, at least for a public research university. So what do I have on my plate that is causing me to feel like a failure? Continue reading
One of my clearest memories from middle school is the time that my class made our teacher break down and sob on her desk. She was a new teacher who seemed passionate and kind, and the increasingly vocal disrespect and general meanness from the class culminated in her total loss of control of the classroom and herself. The principal came in and give us a severe talking to, but we never regained respect for our teacher.
Part way through my second semester I’m thinking a lot about how I can improve as a teacher. As I’ve mentioned, my research-focused training didn’t prepare me for a teaching-focused career. One thing that I’ve come to realize is that I don’t have complete control of my classrooms. Continue reading
This is the second part of a two-part post detailing my (a new faculty member) experiences on a hiring committee. For Part I, go here.
The campus interviews
We had our three candidates on campus for interviews over a period of seven days. Each candidate flew in the day before the interview and had scheduled activities from 7:30 am to 8:30 pm. Candidates had a meeting with the department faculty, meetings with each of us individually, time with the Dean, lunch with the graduate students, gave a seminar, and had dinner with the department. Overall, the three candidate each did a great job – one of the best things about doing phone interviews first is that collegiality and competence come through pretty well on the phone. All the candidates were personable, prepared, and would probably be successful in the position.
It’s that time of the semester when many of us in teaching positions lock ourselves away in “grading jail”, as we cope with stacks of term papers, exams, and other miscellaneous assignments. As the name implies, grading jail is not a place we go to have fun. It’s a poorly-kept secret that grading is many faculty members’ (and TAs) least favorite part of the job. For me, it’s been a consistent low point in my professional duties – one of the things that hasn’t gotten easier or more enjoyable as I’ve gained more experience.
Professional wisdom and tradition suggest that grading is important. Or rather, giving timely, frequent, and constructive feedback on students’ work is important to help students learn and to evaluate the job we are doing as teachers. Conversely, letting the grading stacks pile up for weeks or designing our syllabi to minimize grading decreases student interest in learning. Continue reading