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!

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?

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.

Today I discovered what the best job in all the world is:

Answering letters written to Santa – or, in my case – Scuba Claus.

Scuba Claus is what we call the Vancouver Aquarium’s version of Santa – did you know that up until Christmas Eve he feeds fish, whilst swimming alongside them? This year, Aquarium visitors can leave a pledge to help the environment for Scuba Claus, and I help Scuba Claus write his responses back to the letter writers. It is so fantastic.

More broadly, volunteering keeps me sane. I believe strongly in volunteerism (and it’s ability to foster positive and strong connections to community) and have been doing so since high school. My first volunteer experience was required in order to graduate high school (seriously: excellent idea, Ontario school system!), which I spent running my hometown’s Community Services office at night during weekly legal aid sessions. Since then I’ve volunteered for a number of causes over the years, and now I spend my time at the Vancouver Aquarium. Volunteering for VanAqua has been such a wonderful experience; I’ve been able to flex so many muscles: imagination, play, curriculum development, leadership, teaching, learning. Yowza. What could be better?

I take great pride in my VanAqua Volunteer shirt.

Hi all (everyone and no one?),

I have created this blog with the intention of writing reflections on what it’s like to be a M.Sc., or more specifically, a M.Sc. student who is pursuing a decent load of extracurriculars, and has already realized her ideal career aligns better with a different subject than that of her thesis.

Let me fill this out with a little more detail.

I’m working towards my M.Sc. in Biological Oceanography in the Department of Earth and Ocean Sciences. I love Oceanography and I love the fieldwork; I’ve been lucky enough to go on 2 research expeditions to the Arctic Ocean (more specifically, the Beaufort Sea)  and the North Pacific. I’m less enthusiastic about the lab work and intimidated by the reading, but it’s going okay. I hope to finish in a little while – but I won’t jinx myself by saying when.

I volunteer at the Vancouver Aquarium, which is a wonderful experience. This came about by my desire to get a little teaching experience. In my first semester as a M.Sc., I took a course called Teaching and Learning in the Earth and Ocean Sciences (EOSC516) which I fell in love with. I knew quite quickly my ideal career path involved pedagogy, but I didn’t know if I was into teaching kids, teens, adults….or simply discussing the theory, more “behind the scenes”. What I do at the Aquarium is volunteer with a School Program that brings in 2 classes from grades 5 to 12 weekly. I’ve been volunteering with this program since October 2009, and have gained experience teaching this wide range of ages. I have since concluded that although I love interacting with these students and seeing their excitement over the animals, I am more interested in teaching/”behind the scenes” work in higher education.

For the past 2 fall semesters, I have T.A.ed the course I mentioned above. Not only this, but I also did a T.A.ship for EOSC516 this past summer, in which I got to organize the course for the upcoming semester, including design a Vista site and design assignments. The course is finishing up this Friday, and I’m nervous for some of the feedback on that…but I’ll write a reflection on that later! I routinely write reflections about my facilitating successes/challenges after course sessions, so I’ll post some up on this blog soon.

Finally, I keep myself busy with EOS Grad Council, I fairly-regularly take teaching & learning professional development sessions/workshops at the Centre for Teaching and Learning Technology on campus, and I try to keep active, but fail miserably.