Category — Teaching & Learning

Dear blogorinos,

I am returned. And there is much to celebrate.

First – my Masters is done. I defended in October.

Second – the night after my Masters Defense, I got engaged.

And finally – the beginning of 2012 marked the beginning of my career as an educator.

There has been much dancing and celebrating these last few months, much joy and relief!

Over the next few weeks I will be bringing us up to speed on all the happenings of late 2011 and the blog-worthy experiences of 2012. I’ll touch on some posts written last year that have since seen some developments. Accompanying these reviews and changes come a slight remodelling of the blog. The title and tag line have changed (somewhat). Additionally, the Abstract and Author Specs pages have been edited…check them out to see what’s in store for this conversation. But for now….let’s dance!

Hi all,

About two weeks ago I attended a workshop at the Centre for Teaching, Learning and Technology during which we discussed “What do you wish you had known as a new instructor or student at University?”

I attended this session as a means of gaining insight from the brains of wise veteran instructors.

The group was small, but I was very much enlightened by the end of the session. We explored both the realms of students and instructors – what we’d like to be equipped with when new to the (either) scene, and what resources we should provide to new folks, as veterans.

In answering these questions, we constructed maps with clustered post-it notes that summarized themes, pivotal questions, and solutions. The maps for students and instructors ended up being virtually identical. It seems that, in being a “new” anything, our biggest issue is fear of the unknown and how to be confident and succeed in new and unfamiliar environments. As veterans, it seems that providing support in a number of ways – paper resources, directing to campus services, reading groups, one-on-one guidance – could do the trick.

What really struck me was that the (self-declared) lack of the “newbies” could be easily remedied by what the veterans could provide – mentorship. I suppose I use the term “veteran” to mean “expert”, implying that there is an understanding of the field, the content, and likely of the cogs that make the whole machine work. This is why I say they could “easily” support those facing the unknown, I refer to the inherent knowledge base of a veteran.

When I began my engagement with teaching and learning, my dad (an emeritus professor) sent me a book he’s had for years, titled Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Sciences and Engineering by the National Academy Press. This book starts by broadly defining a mentor as “someone who takes a special interest in helping another person develop into a successful professional”. It mentions that in academia, mentor is often used synonymously with faculty advisor or lab supervisor, which isn’t always the case. Mentoring fosters a relationship that is personal in addition to professional; “an effective mentoring relationship is characterized by mutual trust, understanding, and empathy. Good mentors are able to share life experiences and wisdom, as well as technical expertise”.

Since this cartoon lightbulb has gone off at the CTLT workshop and continues to float above my head as I go through this nice little book, I have been thinking a great deal about mentoring and ways to improve work environments via this avenue.

I encourage you all to think about issues you may have run into as a “newbie”, problems you may be facing in the workplace, and consider what place, if any, mentoring has in the solution. Feel free to leave a comment and start a discussion too! I would be happy to discuss – this is my own personal “Hot Topic” right now!

Hello blogorinos,

I have had a very exciting week.

Firstly, my life has been gloriously devoid of DATA-ing. The goals I outlined in my last post, which I neglected to italicize, are materializing a little slower than I’d like (poor pacing in regular font, I suppose) but I did have a productive work day yesterday and I am now “in” writing my 2nd chapter. Meaning, I’ve started it, and have about 2 pages of writing. This is good.

What has been particularly enjoyable is that given the nature of this research project – that is to say, a long drawn out debacle that began before I even started my M.Sc – I have found that writing this chapter demands a stronger narrative voice than one might usually expect.

So I have had fun writing the methods…and the methods may very well be the meat of the paper because the project was methods development…except my supervisor is on holiday, does not know I’ve begun Ch 2. without finishing Ch 1. (which shouldn’t matter really, these are self-imposed deadlines), and may quash this little guiding voice I’ve inserted into the paper. Said quashing will take place approximately 2 weeks from now though, when she returns from her break and I’ve presumably flushed out the writing quite a bit. We’ll see how that goes, but for now I’m trusting my instincts.

Have I yet mentioned that I am enjoying writing? Much like running – who the heck knew!? It’s a challenge in that I am regularly limited by my lack of knowledge and am forced to take reading breaks, but when I can write, I certainly enjoy it.

Moving on – much is new.

1. I have been awarded the UBC Killam Graduate Teaching Assistant Award. This is a HUGE honour, to say the very least. I found out this excellent news in my mailbox on Friday, which made for an excellent weekend kick-off. This letter has given me back approximately 5 minutes (cumulative) per day since I no longer need to obsessively check the website with previous winners’ names listed. Also, it validates putting my ePortfolio first for 1+ week and my passion for teaching and learning. Probably not in that order. Poorly put.

2. I have reached a point where daydreaming and planning for the future is actually a good use of my time. I think the transition from being a waste to an effective use my time happened in the last two weeks or so?! In these last two weeks I have been told of numerous opportunities that would be basically perfect for me, and become available with fairly good timing. I have also met with an individual who I believe holds the golden key to my obtaining the post-grad job I truly want. This latter development happened just before I began to write this blog!

The bottom line from this meeting is that I should be able to acquire some sort of opportunity here (or at least apply for them…heh..heh…*sob*), and the job I truly want will indeed be available, but it will also be an international competition. ….slightly intimidating. Overall, the coffee date was very positive, Ms. Golden Key is very enthusiastic about what I do next, is supportive of my intentions, and I think I made it clear that I was officially throwing my hat into the ring for that job. I’ve also realized there is not just one Golden Key holder. There are many. Basically a whole faculty worth.

As it turns out, the timing of all the opportunities I alluded to above may work out in such a way that the jobs I like slightly less are getting filled slightly before the job I truly want, which is slightly inconvenient. I have to be grateful for the timing of all this though, I am a very lucky girl indeed that these opportunities are even available in the same general window that I too become available. I have some ideas of what to do next to continue on this path of future planning, many of which were supplied by Ms. Golden Key. Basically it consists on going on a number of other coffee dates with new and familiar faces!

I shall leave it here for now. Perhaps in the next post I will have an update on the future, or it may simply focus on writing, narrative, and getting things ready for my supervisor’s return….to email.

Today, Earth & Ocean Sciences Graduate Student Council hosted the first ever EOS Graduate Student Research Roundup from 2-4 PM in our main building’s lobby. As one of three Coordinators (the presidential role) for EOS Grad Council, I oversaw the planning of this event – I felt like it was my “baby”. This event was advertised for 3 weeks or so, and had a great response from student and faculty, who replied to the advertising emails with “Great Idea!”. It was a good start.

Yet here I sit, writing this blog before 4PM. I had 2 posters of my own on display and oversaw the event, so I would be there ’til the bitter end – and I was. What happened?

It is one of Grad Council’s goals to make connections with faculty and fellow students. As a Department, we are fairly segregated – the oceanographers in one building a 5-10 minute walk to the main Department building, geophysics in another, and so on. So you can go about your grad-studently life without having to connect with other groups – hence the reason we have this goal.

There’s an “urban legend” among some Grads that emphasize the disconnect:
Once upon a time in the early 2000’s, a graduate scholar was to give a scientific presentation for a the Department-wide seminar series but feared the wrath of faculty and their intelligent questions! And so the scholar decreed that no faculty were permitted to attend! And ever since, the decree has hung over the heads of faculty, who have not attended grad student initiatives ever since, and this way it will be forevermore!
While I believe that this event took place, I’m going to go ahead and quash the idea that there is some Disney-like evil charm preventing faculty going to events.

However, this evil charm may as well exist because we had low faculty attendance today. We had an excellent amount of grads at the beginning, we had some undergrads who wanted poster tips (and were very eager nice ladies if I do say so myself!), and we had a couple faculty smiling faces come by which was incredibly appreciated. But literally – just a couple. 2 or 3. Those who wrote “Great idea!” emails did not attend.

The lack of faculty became quite noticeable after the initial rush for free coffee and donuts. In response, even poster presenters began to leave the event to go do other things since faculty weren’t there. By 3PM there was a very small group of committed students waiting for the odd faculty to come see the event. By 3:30 or so the group gave up. Gave up and packed up.

I was disappointed in the low faculty numbers but the packing up was what really bummed me out. The low point was when a student even turned away a very enthusiastic professor who came in the 2nd hour on his own. He was really engaged and talking to a student (me) when others started packing up around us, I suppose because he was the only attendee at the time. When he turned around to talk to the next student about their research – whatever it may be – he was turned away!

I’m not intending to separate myself from this group, because I sat to write this before 4PM. I’m part of the problem. That’s the thing, we can’t truly be upset faculty didn’t come b/c we didn’t last the event either. What about faculty who came after 3:30PM? We’ll never know.

And what about the faculty who did? We would hope that the enthusiastic faculty members who came this time can encourage their colleagues to go next year. Except this one enthusiastic professor will most likely remember that he was gently told to leave. Now what kind of review do we expect from that?

Despite this narrative of disappointment, the grad student attendance was so satisfying, and the faculty that came were so pleased, that I believe this event will indeed become annual, as it was intended. Thus it is imperative we work on the model so that it will become better attended next year.

Lessons learned:
-The main thing is that I should give a voice to what I care about. Even if I’m on my own in my opinion. I could have made the choice to stay at the poster event to ensure it lasted until 4PM. When our faculty was “rejected” I should have said something like “well it’s not 4PM yet, who wants to tell _ about their research?” indicating that I would not participate in packing up.
-Clarify the commitment expected from participants – mainly that if you present your poster, you commit to be there until the (potentially bitter) end.
-Toy with the idea of shortening the event to 1 or 1.5 hours. If it is 1 hour, it should overlap for a 1/2 hour with 2 classes so that we can increase accessibility to teaching profs and students in classes.

On to the next, I suppose? How do you deal with group-effort disappointments?

What better way to re-introduce myself after a month-long blogging hiatus then with this video.

I swear, I may listen to this song every day between now and when I defend. My office mate was singing this tune Friday and this morning…and while it was fun to sing to on Friday, it really resonates on a Monday Morning.

This week I am home alone, and so my goal is to make myself miserable with working hard. Thus, I have resolved I will make each day infinitely better by listening to this song each morning to pump myself up! I suspect however, that if I work as hard as I hope to, “miserable” will shortly transform into “awesomeness” as it normally does when I see the fruits of my labour take shape (or is it get juicy?).

Moving on…or rather, backwards. Since the last post, I feel that quite a bit has happened:

I was lucky enough to go to Whistler for a week with my dad, and despite your *holiday* alarm bells ringing, I will have you know that I used the opportunity to work very hard, cross-train for the 5K (“cross” because I wasn’t allowed to run – thus the rower, bike, and elliptical were my poisons) and snowshoe every couple days. The result of that week? My Teaching Portfolio – it’s alive! This is a project I began in the fall and resolved to have “finished” by the spring and ta da! Nothing beats the motivation of future prospects. I say “finished” as a portfolio is always a work-in-progress, so what I really mean is a version that is complete enough to be published online. If any of you readers want to take a look and provide comments or feedback (as a reply to this blog post) I would happily welcome it!

Also completed: the St. Patrick’s Day 5k! I can’t believe I did it. And yes – I did it! I ran the whole thing, minus the forced walking bottleneck about 5 minutes in, which conveniently coincided with when my physiotherapist told me to take a walking break. My time was 36:18 and I am very, very proud. Last Monday morning I went to my physiotherapist to treat my exhausted ankle. It was swollen and sore, and ended up getting taped for 4 days. It made me feel like a REAL athlete. I’m so athletic I get my muscles taped. Bitchin’!

I recommend the St. Patrick’s Day 5k to anyone who is interested in starting to run. It’s not very competitive and instead is focused on having a good time. There are indeed prizes for fastest times, but there are also costume contests, and an irish-themed party afterwards. We had irish stew, cupcakes, lucky charms cereal, and more. It was amazing how much food they provided, especially since this is one of the cheapest races to sign up for! We were also given Granville Island pint glasses with the race logo and year printed on one side. You can pay to fill it up and have a true St. Pats celebration if you choose. The tag line is “Come for the race, stay for the party” – and boy is this true – a group of strangers challenging themselves and then celebrating together (community, anyone? One of my favourite things).

I definitely want to keep going with the running since I’ve come so far, and have picked out my ideal next race. The only snag is that this race coincides with the time I plan to defend, but conveniently I can register up to 2 days in advance of the race! So I plan to train as if I have signed up, but if the race ends up adding stress rather than relieving it during a very important time, I simply will not go ahead with it.

So those are my two very exciting developments. I’ll admit, I’m glad I can disappear for a month and come back with accomplishments under my belt. I will not let another month go by until my next update, but hopefully I can keep this pattern of achievements going. I believe I will – just last week I actually started writing. I’ve been in the “writing phase” for a while as I put it, but that included making an extensive outline for my supervisor, analyzing samples and planning. Now I’m actually writing the darned thing.

Hopefully by the next time I post I will have a significant portion of 1 chapter done (as per usual I will no jinx myself by saying what exactly) and be finished on the microscope. Oh, to be finished microscoping! My neck and general sanity dream for this day!

Until then…dreams of massages and running and general tomfoolery. Have a good few days, all.

I am currently working on my Teaching Philosophy for my Teaching (e-) Portfolio, which I am preparing for opportunities on the horizon – both during and after I graduate.

I have been working on my portfolio since the fall, and I have found it so rewarding. Yes, I intend to use it as a tool to obtain employment, but in my organizational work, drafting, and writing up some of the smaller sections of this document, I have identified the major pillars of what I believe in, and how this is reflected in my teaching. Coming to recognize the pillars of my teaching practice has basically written my Teaching Philosophy for me, short of my actually sitting down to write it out.

The main two pillars are Community and Connections.

I believe so strongly in forging a tight knit community. One of the major vehicles in doing so is volunteering, something I am also very passionate about. I just googled “volunteerism” and found this wonderful sentence:

Volunteering is the most fundamental act of citizenship and philanthropy in our society. -Volunteer Canada

That’s so beautifully said. One may not give impressive checks to an organization, but their time is just as, if not more, valuable. Spending time for a cause is a wonderful act of citizenship!

While Community is a word I use to illustrate what I value, Connections is a word I use to illustrate my primary goal as a teacher. If I foster a connection between students, between myself and a student, or between students and course content, I should feel like I’ve done well. This is how I aim to honour what I value in the classroom, as I envision a community as a beautiful web of connections.

Wow…thanks, blog, for facilitating a really easy Teaching Philosophy drafting session.

I obtained my undergraduate degree, a B.Sc. in Environmental Science, at the University of Guelph.

I love Guelph. I say “Guelph” meaning the University, mostly, but the city itself and it’s people are wonderful too. There are a lot of people with really big hearts in that city. Back when I lived in Guelph, I volunteered/worked for an organization called Guelph Environmental Leadership (GEL). A good portion of my job was spent with a portable GEL booth set up at public events or outside local stores. I met so many environmentally-conscious citizens – really thoughtful people who thought locally. A lot of my peers and the professors I met during my studies were equally as awesome.

Anyway, I was just researching some things on the internet and stumbled across this article, linked from the UoG webpage. I had to shake my head in a kind of motherly satisfaction: of course Guelph is the only city in its region with a student volunteer centre. Of course UoG is having a free one-day conference aimed to connect students with volunteer opportunities and inspire the general public to take positive social action. Of course this is something Guelph does, because positivity and outreach suit Guelph naturally.

I am so happy to have stumbled across this article. I have now discovered that one of my great true loves, Guelph, is intersected in a beautiful Venn-diagram-like way with one of my other great true loves, Volunteerism.

Ugh. Perfection!

Here is a link to the Student Volunteer Connections website, in case anyone out there is interested. I just signed up for their weekly newsletter. Inspiration does not have to be found locally.

There are a lot of things I think of as I say/write/type “pushing forward”. It stimulates reflection on the past, and visions of the (immediate) future.

I spent this past Wednesday at the Aquarium, volunteering for the school program I am involved with. Due  to a busy semester and a bit of re-prioritization (I gotta graduate sometime!) it was only my 3rd time doing the program in about 10-12 weeks of programming. All day I was very aware of the stark contrast between my experiences on Wednesday and this time last year. One year ago (1-2 months into this weekly volunteering job) I was terrified to take a small group of students and lead them on my own. Each week I would hope to team-teach or shadow someone because I just didn’t feel comfortable. On Wednesday I was team-teaching, and found it very challenging. It’s interesting how your attitude can completely change once experience or “expertliness” is added to the equation. Now that I feel comfortable teaching the program, it’s more challenging to share the dissemination of knowledge with a partner.

Could it be that I’m already an old curmudgeon at this program? If that’s true, I think my fellow volunteers are guilty of this as well. More likely, I felt uncomfortable because I’ve rarely been around this term or because we didn’t discuss our approach very much before jumping in. My approach was to let the newer volunteers do their thing and hold out on the urge to add or (on one or two occasions) correct. I found that sometimes, when I would chime in with a new idea or comment, I would meet some resistance from my partner. It was very interesting. I remember well being nervous of leading, and now it seems I wanted more talk time. At some point in the last year, I pushed through the comfort zone of fading into the background.

Beyond my volunteering experiences, “pushing forward” also makes me think of my recent teaching opportunity – the one in which I gave a 50-minute lecture to 200 undergraduates. I had discussed the possibility of teaching with one of the Instructors a month before, and we had decided to revisit the idea next semester. Lo and behold, an opportunity arose out of the blue, and I had only a week and a half to prepare (though really, what would I have done with more time?). I decided I simply had to dive in and just get ‘er done. It was scary, but it was time to take the next step. And I received such positive feedback as a reward.

Finally, I think of “pushing forward” through the next thesis hump which is to: start writing and continue?/finish up experimenting and analyzing. I’m currently frustrated with an important data set I feel like I can’t resolve without another huge push, and I want to start writing but get overwhelmed. I feel like in order to write more than I’ve got, I have to read, and I am afraid of reading.

So all in all, I this thesis data/writing push is what’s next/now on my agenda; hopefully I can draw from my previous push-throughs as inspiration. I’ll let you know how it goes….

The ISW Handbook for Participants (2006) describes 4 major qualities of effective teachers, one of which is:

Content expertise – having knowledge of the subject area, clear goals and objectives, effective selection and organization of course content, enthusiasm about the course.

I jumped for joy at this statement because the summarized title does not match the description of attributes whatsoever. “Having knowledge” of content does not deem one an expert – or does it? Because that’s much less intimidating to novicey ol’ me. The rest of the description has to do with “pedagogical logistics” (like it? I just made it up): effective use of learning objectives, curriculum design, and enthusiasm. Skills that have to do with the process of using content, not the content itself.

What’s neat is that the text says “over the years, many learners have been asked for their perceptions about the qualities of effective teachers they remember”. So I wonder: did the learners come up with broad qualities (i.e. “content expertise”) and the pedagogy specialists broke it down into attributes? Is that why there’s such a disparity?

I love this disparity! What great insight into how a “content expert” in one’s eyes is really just an individual with a great pedagogical toolkit in another’s.

Earlier today I returned from a weekend-long retreat on Bowen Island, more specifically the Instructional Skills Workshop (ISW) Fall Institute. At this institute, we focus on celebrating and developing our skills as facilitators of ISWs.

My attitude during this retreat was interesting, consuming. Whenever I attend workshops for facilitators, I can get a little hypersensitive. I’m a “beginner” at facilitating (and feel like a novice among all the facilitators I sit with at the ISW Fall Institute) and worry about all sorts of stuff. I worry that my comments are too “novicey”, too uneducated in terms of teaching and learning (which I actually don’t feel too bad about since this is not my current academic endeavour), or somehow too offensive or rude, which I never intend (I just overanalyze everything that comes out of my mouth afterwards). My confidence level is shot after one unintended flub. It can be fairly draining.

Despite my harsh self-criticizing, I actually enjoy going to the Institute. I went last year and had a trying time, but overall I would say that the time is so valuable. Just because I feel self-consious doesn’t mean I don’t learn, gain new ideas, or engage with the themes we discuss and try on. Now, I’ll share a point form list of tidbits I have walked away with this year, though I won’t flush them out tonight. I am mentally drained, and have a lab meeting presentation to prepare.

-I came across this wonderful quote, “until further notice, celebrate everything!” (Unknown). I try to maintain a joyful state in life – which I can’t deny is challenging at times – and so I resonate with this quote as it sums up my most positive state perfectly.

-I connected with some old, and new friends. I was able to reconnect with some people I haven’t seen since last year’s Institute, and got to know the new participants. In some cases I didn’t interact much with some of last year’s participants (the size of last year’s group was more than double this year’s), and so I was able to build my relationship with them this time around, which was great. I had some very special moments with some of the participants; some seemed to read my (most sensitive) mind and help me work through challenges, and I connected in teaching philosophies and ideas with others.

-Does expert vs. novice mean the same thing as teacher vs. student? In general, I think many students (and teachers) would say yes. I discovered through reflection this weekend, with the help of some very excellent facilitators, that one of my major pedagogical goals is to correct this, as I disagree with that view. It was a very wonderful realization, and not only that, but I received some ideas and guidance from these excellent facilitators!

-I challenged ideas. Sometimes I felt like the only person speaking to one perspective (well…at least one time that I remember specifically). In another moment, I was actually offended by the task at hand. It ended up being a very wonderful moment, as I was able to work through my upset with someone I admire, and she seemed to read my mind. She honed in on things that I hadn’t even realized about myself.

-I gained a number of little tips and tricks I plan to apply to my own practice. I also gained a list of ideas to consider in teaching/learning/facilitating. I wish to build a teaching portfolio in the next few months, so it was great to get the wheels turning on some issues.

Alright…time to science.