I feel so famous! Apparently "Inside Higher Ed" gave me my 15 min of bloggy fame by noting my blog extremely briefly.
I actually got pretty nervous, because I don't want a big readership such that I would have to censor what I write OR always wonder if any of my colleagues were reading. Apparently its not a problem, I got a little blip which quickly returned to status quo.
Good. I like it better just me and my homies anyway.
Sunday, May 16, 2010
Friday, May 14, 2010
Oatmeal Brain
Regular readers know, I love my teaching-heavy job. I like the instant rewards, the social interaction, the broadening of my knowledge base, the excessive salary. I'm kidding about the salary. I feel as though with my "gifts" and propensity, this is a perfect career match for me.
But what I was *trained* for in research science- reading and parsing primary literature, identifying the most important research questions, creating alternative hypotheses, critical evaluation of experimental design, creation of elegant experimental design, troubleshooting, etc.- are NOT a major part of my current daily life. I was trained at a pretty high level for these things which did not come naturally to me, and from my graduation college to the end of my post doc was a *steep* learning curve.
And now it feels like despite all the progress I made on this steep learning curve, I am mentally sliiiiding, sliiiding back downhill from disuse of my training. Yes, we do some of these things in my research lab, and I try to teach my students at the highest level they can handle. So I try to impart on them some of the benefits of my training. That doesn't keep me very sharp. Working in my lab with undergrads is certainly not like interacting daily with highly successful scientists. No one is pulling ME up.
I have started working full time with my research student this summer, and we are currently having journal club every day, to really understand the background of our project (ok, I should say he/ his...). In the first hours of this exersize, I felt very sluggish mentally, as if I were thinking with an oatmeal brain. It's getting better, but ah, I miss the days in which I feel sharp... like the days leading up to my defense, or how I feel going to meetings and intensively learning a lot of new information and applying it to my research.
See here (in the comments) for more.
But what I was *trained* for in research science- reading and parsing primary literature, identifying the most important research questions, creating alternative hypotheses, critical evaluation of experimental design, creation of elegant experimental design, troubleshooting, etc.- are NOT a major part of my current daily life. I was trained at a pretty high level for these things which did not come naturally to me, and from my graduation college to the end of my post doc was a *steep* learning curve.
And now it feels like despite all the progress I made on this steep learning curve, I am mentally sliiiiding, sliiiding back downhill from disuse of my training. Yes, we do some of these things in my research lab, and I try to teach my students at the highest level they can handle. So I try to impart on them some of the benefits of my training. That doesn't keep me very sharp. Working in my lab with undergrads is certainly not like interacting daily with highly successful scientists. No one is pulling ME up.
I have started working full time with my research student this summer, and we are currently having journal club every day, to really understand the background of our project (ok, I should say he/ his...). In the first hours of this exersize, I felt very sluggish mentally, as if I were thinking with an oatmeal brain. It's getting better, but ah, I miss the days in which I feel sharp... like the days leading up to my defense, or how I feel going to meetings and intensively learning a lot of new information and applying it to my research.
See here (in the comments) for more.
Thursday, May 13, 2010
3 students = all day
My entire (work) day was consumed by meeting with three students.
10:00a-12:30p: Met with a student whose aunt died unexpectedly during the semester and missed a whole section. Tutored her on questions she had from the study guide in preparation for her taking the final exam next week. Also listened to her and waxed philosophical a bit on why a good God would let bad things happen to good people.
12:30-1:30: lunch
1:30-3:00: Met with research student, journal club style. Discussed every detail of some seminal works in the area of his project. He really can't glean the big picture from just reading the articles, so the discussion is very helpful to him. I use a Socratic method, and either he is very intent on finding the answer himself if he doesn't know it, OR he is too stubborn to admit he doesn't know. In any case, there are VERRRRY long pauses after I ask a question while he skims the paper looking for the answer.
In discussing / teaching the papers I actually "process" them in a far more thorough manner than when I just read them, even if I do so painstakingly carefully. So the "teaching" really helps me understand the papers better myself. Everyone wins.... it is just very time consuming.
3:15-4:15 Met with an incoming student to advise the student on fall course choices. This is his very first impression of his new department. I work hard to establish a good rapport with these students. He's interested in Science and English. We got him two classes of each, and a nice schedule that has no early classes, no late classes and yet a lunch break. Victory.
Yes, its summer. My workday spanned from 10-4 ish. That's just fine by me. My colleagues are all at home making bread or putting in their gardens instead. I'm still "working".
10:00a-12:30p: Met with a student whose aunt died unexpectedly during the semester and missed a whole section. Tutored her on questions she had from the study guide in preparation for her taking the final exam next week. Also listened to her and waxed philosophical a bit on why a good God would let bad things happen to good people.
12:30-1:30: lunch
1:30-3:00: Met with research student, journal club style. Discussed every detail of some seminal works in the area of his project. He really can't glean the big picture from just reading the articles, so the discussion is very helpful to him. I use a Socratic method, and either he is very intent on finding the answer himself if he doesn't know it, OR he is too stubborn to admit he doesn't know. In any case, there are VERRRRY long pauses after I ask a question while he skims the paper looking for the answer.
In discussing / teaching the papers I actually "process" them in a far more thorough manner than when I just read them, even if I do so painstakingly carefully. So the "teaching" really helps me understand the papers better myself. Everyone wins.... it is just very time consuming.
3:15-4:15 Met with an incoming student to advise the student on fall course choices. This is his very first impression of his new department. I work hard to establish a good rapport with these students. He's interested in Science and English. We got him two classes of each, and a nice schedule that has no early classes, no late classes and yet a lunch break. Victory.
Yes, its summer. My workday spanned from 10-4 ish. That's just fine by me. My colleagues are all at home making bread or putting in their gardens instead. I'm still "working".
Wednesday, May 12, 2010
An unexpected commuter marriage glitch
Suppose you have a normal marriage. You know, where both cars park together at the same address every night. Now suppose that your hubby accidentally drives away in the car that has the car seat, and the baby is with you. What do you do? Simple, you just don't take the baby anywhere you need to go in the car until hub comes home.
Now suppose your hubby drives the car seat to a place where he lives two hours away, and you can't get the car seat back for FIVE days (Hub is at a local important conference and can't take 4 hours out to bring you the car seat back)!
Here's what you do. Take your kid to the day care everyday in the pouring rain on your bike with him in a trailer. Endure the looks of disdain you receive from a few people for taking your poor innocent little baby out in the elements like that. Also receive congratulation and admiration from others who think of you as WonderWoman, braving the elements 6 months pregnant and pulling a loaded trailer behind your bike! And whatever you do, don't tell your admirers the full story...
Now suppose your hubby drives the car seat to a place where he lives two hours away, and you can't get the car seat back for FIVE days (Hub is at a local important conference and can't take 4 hours out to bring you the car seat back)!
Here's what you do. Take your kid to the day care everyday in the pouring rain on your bike with him in a trailer. Endure the looks of disdain you receive from a few people for taking your poor innocent little baby out in the elements like that. Also receive congratulation and admiration from others who think of you as WonderWoman, braving the elements 6 months pregnant and pulling a loaded trailer behind your bike! And whatever you do, don't tell your admirers the full story...
Tuesday, May 11, 2010
Why do I feel so busy right now?
Well, classes are over. What do I do with my time now?
I'm disappointed to say that a collaborative grant written across several institutions did not get funded, so I won't be doing research that is FUNDED for several months. Here's what I need to do this summer anyway:
1. Finish straggler grading from one course (there's a lot). I can NEVER seem to get my grades in on time. Notes here and here and here.
2. Work with a research student independently. This is the student that got sick during the semester and needed to take an incomplete in research. More here and here.
3. Miscellaneous meetings, such as mock interviews for people going on to professional and graduate schools.
4. Various and sundry trainings, such as how to set up an online course, the faculty staff retreat, other committees that continue to meet beyond the school year.
5. Set up my one course for the fall, and do a lot of prep for the adjuncts we will be bringing in to cover my maternity.
6. Prep all my courses for the Spring, as I will return to full time in January, with a 2 year old, a 4 month old and an absentee husband. I CAN NOT develop two new courses after August.
7. Write my paper from several years of undergrad-powered research. I must first solve a major issue (at bottom) before starting to write it.
8. Is there any chance I'll get a research grant written this summer? Egads, I doubt it.
9. The home needs some major projects too. At MINIMUM, we have to rearrange rooms upstairs to accommodate another little resident in the home. Ideally we need to finish (erm, hire someone to finish) the basement so we can have an extra bedroom.
I'm disappointed to say that a collaborative grant written across several institutions did not get funded, so I won't be doing research that is FUNDED for several months. Here's what I need to do this summer anyway:
1. Finish straggler grading from one course (there's a lot). I can NEVER seem to get my grades in on time. Notes here and here and here.
2. Work with a research student independently. This is the student that got sick during the semester and needed to take an incomplete in research. More here and here.
3. Miscellaneous meetings, such as mock interviews for people going on to professional and graduate schools.
4. Various and sundry trainings, such as how to set up an online course, the faculty staff retreat, other committees that continue to meet beyond the school year.
5. Set up my one course for the fall, and do a lot of prep for the adjuncts we will be bringing in to cover my maternity.
6. Prep all my courses for the Spring, as I will return to full time in January, with a 2 year old, a 4 month old and an absentee husband. I CAN NOT develop two new courses after August.
7. Write my paper from several years of undergrad-powered research. I must first solve a major issue (at bottom) before starting to write it.
8. Is there any chance I'll get a research grant written this summer? Egads, I doubt it.
9. The home needs some major projects too. At MINIMUM, we have to rearrange rooms upstairs to accommodate another little resident in the home. Ideally we need to finish (erm, hire someone to finish) the basement so we can have an extra bedroom.
Wednesday, May 5, 2010
Eeeuw. The adjunct life.
Today we interviewed two potential adjuncts for my courses during my maternity leave. They both seem qualified and experienced. They are also both working part time for several different colleges that are in the area. When I'd heard how many courses they are already teaching now (basically more than full time) between all the institutions they are working at- AND interviewing for our slot- I just wanted to: 1. Stop bitching about my workload 2. Give thanks to God for my permanent position and 3. Be very glad that I never had to go through the part-time teaching phase before finding my job.
Discriminated for
I have my job in part due to discrimination. For a religious educational institution like mine, it is legal to consider my religion in the hiring process- by the same law that banned discrimination based on race, sex, etc. (Civil Rights Act of 1964, Title VII).
I have to say, it was a huge advantage for me. I am very qualified for my job and am doing decent work, don't get me wrong. But the fact that I am of the same religion as my institution put me at the top of the candidate pool. I simply had to compete with fewer (by far) people with the same qualifications as I had.
I recall a conversation with a person at a conference who was an Instructor at a huge, well known school. He had clearly been trying for many years to get on the tenure track, but ended up as an instructor. He looked at me (only weeks into my job) and said, how did you manage to get a T-T position? And I explained that it was a perfect institutional fit (read: my religion). He said, "That's not fair".
While I do feel bad for him and everyone he represents, and I am very grateful for my opportunities earned or stumbled upon, I do support the idea of institutional specialization in Higher Ed.
If you want to go to an elite college, and can get in, that should be your choice. The country where I did a post-doc did not have that option. If you want to go to an all-female college, you should have the option. If you want to go to an HBC (Historically Black Colleges), or to a school for the deaf- your choice. If you want to attend a college of a particular sect or religion, this should also be available to you.
Now the question arises: to maintain the identity of the institution, should a deaf college prefer deaf faculty? Should black colleges prefer black faculty? Should women's colleges discriminate by hiring female faculty over like-qualified men?
Weigh in, what are your thoughts? I would especially like to hear from the foreign readers...
I have to say, it was a huge advantage for me. I am very qualified for my job and am doing decent work, don't get me wrong. But the fact that I am of the same religion as my institution put me at the top of the candidate pool. I simply had to compete with fewer (by far) people with the same qualifications as I had.
I recall a conversation with a person at a conference who was an Instructor at a huge, well known school. He had clearly been trying for many years to get on the tenure track, but ended up as an instructor. He looked at me (only weeks into my job) and said, how did you manage to get a T-T position? And I explained that it was a perfect institutional fit (read: my religion). He said, "That's not fair".
While I do feel bad for him and everyone he represents, and I am very grateful for my opportunities earned or stumbled upon, I do support the idea of institutional specialization in Higher Ed.
If you want to go to an elite college, and can get in, that should be your choice. The country where I did a post-doc did not have that option. If you want to go to an all-female college, you should have the option. If you want to go to an HBC (Historically Black Colleges), or to a school for the deaf- your choice. If you want to attend a college of a particular sect or religion, this should also be available to you.
Now the question arises: to maintain the identity of the institution, should a deaf college prefer deaf faculty? Should black colleges prefer black faculty? Should women's colleges discriminate by hiring female faculty over like-qualified men?
Weigh in, what are your thoughts? I would especially like to hear from the foreign readers...
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