Ten Simple Steps to Conference Networking

Networking opportunities abounded at the Association for Psychological Science (APS) convention last week. As I was reflecting on the week’s general highlights, it soon became clear that effective networking was the key to most. Let me be clear here: I’ve been going to conferences for about ten years, and I have a long history of being nervous about networking at conferences (still am!). At this point, I suspect it’s some leftover grad school/new faculty imposter syndrome, but it doesn’t really matter why it happens. What matters is I’m not letting my nervousness get in my way too much anymore.

One of the symposia I went to last week specifically addressed professional networking (sponsored by WICS). Perhaps because of this symposium, I have been reflecting on what I think led to my networking successes at APS. In case it’s helpful to someone else, here are ten things I did this week that I think helped me build my connections. Of course, this isn’t meant to be an exhaustive list.

My Ten (Relatively) Simple Steps to Networking

  1. Tweeted regularly. Hands down, best decision. Led to meeting people IRL (read: in real life), and I was recognized by others at times when I didn’t say a word out loud. Importantly, I was re-tweeted, sometimes by APS, Society for the Teaching of Psychology and some major names in the field (thanks APS, STP, Hal Pashler, and Bobbie Spellman!). That means all their followers can see what I wrote. Plus, tweeting helped me stay focused and engaged throughout the conference, and I now have a searchable record of my own (see @cdrawn) and others’ (see #aps2013dc) conference-related thoughts.
  2. Thanked a few speakers and introduced myself, briefly noting a common connection or a sound-bite about why I was interested in their talks. Each time, I met someone else too, because someone else was either standing there who knew the speaker, or because the speaker said “oh, then you should meet…” in response to my sound-bite.
  3. Went to a post-preconference reception. Followed up, elaborated on an earlier brief encounter (see #2). Had ONE glass of wine, which I sipped so slowly it wouldn’t have had a physiological effect, but it relaxed me a bit and helped me switch into a more social mode of conversation.
  4. Grabbed the chance to sit next to a colleague from my institution (who is well-known across the discipline), who sat next to someone else who was well-known across the discipline. Got to know both a bit better through in-session on-topic (and in-joke!) whispers.
  5. Went to a big-picture session everyone seems to be talking about (in this case, replicability). I knew a bit about it beforehand so I knew the key players and ideas. This meant I could tweet responsibly and thoughtfully on this hot topic, and could contribute meaningful whispers (see #4).
  6. Stumbled through asking that first question early in the conference in a small symposium so I’d be more confident and more articulate when asking the next one.
  7. Introduced myself to the speaker/crowd before asking a post-talk question (only after completing #6!). In one case, this meant I gained a couple of followers on twitter, including the speaker, who then tweet-suggested I meet his collaborator on the project who happens to live in my home city.
  8. Hung out in the lobby lounge. A friend wandered past, who then stopped and introduced me to his colleague. Made dinner plans (see #9).
  9. Went to sessions solo. Dined with friends. Years ago I would go to a session because my friend was going to it. I’ve learned to spend conference days largely on my own so I can take advantage of spontaneous conversations as needed, follow my own main interests and odd curiosities, and take quiet breaks when I need them. Dining with friends is then especially fun as we share our most interesting tidbits from the day… or not, if we need a brain break! (This is why it’s important to dine with friends IMO, so no need to worry about impressing them. I can’t spend all day and all evening being “on”.) As Lynn Liben at the WICS symposium noted, networking with peers is important: They start as “siblings” but “grow-up” to become the field.
  10. Followed-up on a twitter exchange. One of the challenges/strengths of writing on Twitter is that it’s limited to 140 characters (10 of which are used by the hashtag required so you’re part of the conversation). Misunderstanding is a real risk. During the conference, I responded to a tweet that I thought had really misrepresented a speaker’s intent, and I hoped it came across politely (after all, I am Canadian!). When I saw the person IRL (see #1), I approached him with a friendly Hi!. He knew immediately who I was, and we were able to further our discussion and finish it amicably.

We can all read other peoples’ papers. In my mind, the real advantage of conferences is the people who are there. Be bold, even just a little, and take advantage of the networking opportunities that come your way. Now, shall we continue this conversation on Twitter? I’m @cdrawn

“Writing-to-Learn” in Intro Psych

While flying to the APS convention in Washington DC today, I was perusing a back-issue of the journal Teaching of Psychology. I came across an interesting article that made me consider a new paper-writing option for my intro psych class. In two studies, the researchers asked intro psych students to upload 16 brief (1-2 paragraph) statements that expanded on one concept from a 10-concept shortlist from each chapter. The paragraphs were graded for completion only (just a check to make sure they were topical), and were then coded for topic choice. Students responded better to midterm exam questions on topics they had previously written about than to questions on topics they had not previously written about–even when students had been told specifically which concepts to write about (Study 2).

What I’m finding particularly intriguing about this study is that (a) students seemed to learn the concepts better after writing about them, (b) the task seems pretty simple and straightforward for students (“What I learned about the concept is…” or “An example of the concept in my life is…”), (c) it may promote strong study habits that can be transferred to other topics and courses, and (d) because it’s ungraded and tracked online, it seems logistically manageable in a very large class.

Indeed, my classes are pretty large (depending on the year/term, they range from 250 to 400 students). Couple that with very limited TA resources, and fitting in writing is always a challenge. Currently I assign one 600-word application-style paper in each term. Recently I added a peer feedback step using peerScholar software, and that worked out pretty well. Informally, students reported learning from reading others’ papers, yet few seemed to revise their work at all, let alone implementing changes based on others’ feedback.

Maybe the assignment in this study could be a worthwhile pursuit. In this research paper, the authors noted that completion of all 16 was worth 10% of the students’ grade. I’m not sure I could offer that just for completion… we have pretty strict grading standards here in UBC Psych. But once I cut it in half (separating term 1 101 from  term 2 102) that’s only 5%… that seems more manageable.

I continue to ponder… as I lie awake… on Pacific time… in Eastern timezone.

Triathlon!

This past weekend I completed the UBC Sprint Distance Triathlon! It was my first triathlon ever, and it’s something a year ago I said I’d never do (I’ve since stopped saying such foolish things!). It was also my first sustained attempt to swim and bike since I was a kid playing around at the pool and on my street. So when I came in last place in my age group at a total time of 2h4mins, I felt nothing but pride at having finished so strongly. My purely positive reaction to coming in last place surprised me a little. I’ve entered running and walking events before, and I’ve usually finished toward the middle/end of the pack. But coming in dead last is something else entirely. If I had any inkling of judging my success in terms of how I did relative to others, coming in dead last means failure. There is no way to hide behind “at least I didn’t finish last!” defense.

In my Psyc 208 class on Tuesday, I was teaching about motivation. As I explained the difference between motivation derived from a self-defined mastery approach versus a social-comparison-driven ego approach, I was quite aware of my recent performance in the triathlon. I was also quite aware that I took a mastery approach to understanding that performance. I felt like I had successfully completed the triathlon. I finished, and I had felt strong and happy the whole way through — it was fun just being out there on the course! Yet, I know deep down that as much as I take a purely mastery approach to my athleticism, it’s much harder for me to take that approach in my career. You see, my athleticism is new. It’s a new aspect of my identity that I’m playing around with. I’ve been building confidence by taking baby steps over the past three or four years (starting with “I think I could run for a minute” on a treadmill, and surprising myself that I could. Really.). No one had any expectations of me in this domain, least of all myself. Taking a mastery approach to athletics is easy.

Yet who I am as a teacher hits deeper to the core of who I am. This is my chosen field, my area of specialization I have chosen to cultivate because I enjoy doing it and derive great meaning from it. I have been hired into this fantastic and extremely demanding job because other people think I am and will continue to be successful in this domain. And I’d be lying if I said I took a completely mastery approach to judging my success. Social comparisons are so easy to do: How do my student evaluations compare with someone else’s? Are my tests and assignments as fair and challenging as they possibly can be? Am I doing enough to foster community and learning in my classes? Should I be focusing more on initiatives within the department rather than at the university level or beyond? That person is publishing more than I am… does that mean I’m not doing enough? Even letting these questions come into my consciousness at this moment is triggering insecurity… and I think a lot of that insecurity comes from comparing myself to other people. The reality is there will always be someone who seems better than me in some way. But that doesn’t mean I’m not good enough. 

Completing my triathlon is an opportunity for me to (re)think about how I define success in my career. If my triathlon experiences can be extrapolated (and I don’t see why not),  I think I will experience more moments of joy and fewer moments of anxiety from my career when I commit to setting my own standards and define success as mastering those. (I’m lucky enough to have a career in which I have a fair amount of autonomy in this way.) I have tried to do this somewhat, but this is a chance for me to take this attitude change more seriously. Like the triathlon, those standards will be demanding, but they’ll be mine. And when I reach them, I’ll be able to experience joy and pride for myself, but also for others who are on their own paths, achieving their goals.

Ethics in Teaching

This morning I gave a guest lesson in an “Ethics and Professional Issues” seminar for clinical graduate students. Although I encounter ethical issues in teaching routinely, preparing for this guest lesson gave me a chance to deliberately examine all the activities involved in teaching using the lens of ethics. My thinking was greatly informed by the edited volume called Teaching Ethically that came out last year, which also prompted me to examine the APA code of ethics.

I came up with a list of domains in teaching where ethical issues pop up. You might be surprised by some of these, but not by others. Do you have anything to add?

  • Competency
    • Content knowledge (what to teach)
    • Pedagogical knowledge (how best to teach it; evidence-based assessment)
    • Adequate preparation (class, course)
    • Classroom management (e.g., strategies for dealing with sensitive issues like mental illness, gender differences, ugly history of IQ scores)
    • Self-assess “boundaries of competence” and don’t work beyond them (if must, obtain training)
    • Professional development
    • Seeking advice from and collaborating with colleagues to improve learning
    • Continual improvement (self, course, program, degree)
    • Scholarly teaching/SoTL: using new method without adequate research or preparation
  • Fairness
    • Diversity and inclusivity (access to materials including cost of the textbook, self-disclosure in class activities)
    • Assigning a textbook you don’t use (much)
    • Discourage and pursue cases of plagiarism, cheating
    • Textbook cost
    • Grading and evaluation is clear, competently done, consistent
    • Doing the SoTL work including withholding treatment to one group
    • Accommodations for special circumstances: extra grade chances, re-grades, make up a missed exam
    • Accurately describe your course, set up appropriate expectations (e.g., grades)
  • Faculty-student relationships
    • Trust and power
    • Authorship with graduate and undergraduate student collaborators
    • Writing reference letters for students you know have slim chances of getting in somewhere or who you don’t know that well (and not writing letters when you can)
    • Avoiding multiple (conflicting) roles: research supervisor, employer, teacher, mentor, evaluator, researcher (SoTL), TA/teaching supervisor
    • Consider the impact of challenging students’ core beliefs (e.g., God, evolution, trust in authority, gay rights…)
    • Social media: Facebook friends, Twitter following à blurring edge of professional relationship
    • Assigning a textbook when you’re and author and will receive royalties
    • Accepting gifts from students (and textbook publishers, for that matter)
  • Confidentiality
    • Grades files shared over email (security)
    • Sending grades over email to students using non-UBC email addresses
    • Storage and confidential shredding of paper material
    • Non-disclosure to parents
  • Law
    • Understanding copyright laws (including digital copyright)
    • Complying with copyright laws

Syllabi for January 2013

My syllabi are finally ready!

Psyc 508 Teaching of Psychology (Graduate Seminar)

Psyc 208 Section 002  Psychology in your life: How social psychology can help you succeed (aka: special topics)

See you next week!