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The best laid plans of mice and men… September 4, 2017

Posted by mareserinitatis in research, teaching, work.
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It’s the beginning of the new school year, and I decided my blog has been left neglected too long.

That, however, was the thought I had in early August, when I was in the middle of putting together a lab for the fall semester.  I therefore wasn’t in a good place to be writing.

I figured that, this semester, I’d have more time.  That was before a couple weeks ago.  In addition to teaching two new classes, I somehow ended up on faculty senate for the next year (along with a committee as part of that responsibility). I decided to continue my involvement with a committee I was on last year and ended up as chair.  And then I found out that I would be coordinating a search committee for a couple new faculty members.

My chair asked me how that happened.  I shrugged.  Best laid plans and all that…

There was also a CFP for a journal I’d like to submit to.  I have until December to write something up.

It’s a lot to do, but it also has been enjoyable in a way my previous job wasn’t.  I liked doing research, but when that’s all you’re doing, it’s a lot of time working alone or with a select group of people.  I always looked forward to teaching my class of freshmen in the fall just because it got me out and talking to people, which was a great way to break up the monotony.  While talking to myself was a great way to do some problem solving, I would get bored with my own company after a while.

I definitely have a lot of opportunities to be interacting with people now, so there’s little chance it will become monotonous.  At least, not until next summer.


My kingdom for a tutor (not Tudor)! February 24, 2017

Posted by mareserinitatis in career, education, physics, science, teaching.
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I’ve been very quiet.  There’s good reason for that: prepping for new classes is a lot of work.

Specifically, I’m teaching university physics for the first time, and I have to admit that it’s very different from the other side of the (hypothetical and totally non-existent) podium.  I’m also doing it as a flipped class, which is adding an extra layer of challenge as finding good videos is a particularly large time-suck.  (No, it’s not faster than writing my own notes…but it does seem to be more effective.)  Part of the reason it’s taking so much time is that I am spending a lot of time trying to figure out exactly where my students are at.  I can definitely tell that this is a struggle for the ones who haven’t had much calc before, which is a feeling I certainly can understand as I was in the same boat when I started college.  Unfortunately, we don’t have enough tutors who can handle physics to help everyone since our enrollment is way up. Not yet, anyway.

I am loathe to assume that someone who has insufficient math is not necessarily capable of passing physics.  (After all, almost everyone I know says that you learn as much calc in physics as you do in an actual calculus class, a viewpoint which has a certain amount of merit.)  As a result, I told students who didn’t do so well on the first test that I expected them to see me for weekly appointments.  (Note: I did not *require* them to…just said I expected it.  Not sure they understood the difference, but I figured it wasn’t worth explaining as most of them showed up.)  I think they weren’t too excited about it at first, but the ones who are showing up are doing so very regularly.  Apparently word got around, though, and even students who seem to be doing fairly well have started showing up, too.  My office hours have basically turned into giant study sessions.  (I think I need to start bringing donuts.)  I had half the class show up over a two day period for the latest homework.

I personally think this is good.  I am getting a sense for the kinds of things they have difficulty with and the overall frustration level has been decreasing, at least among the students coming in for help.  In particular, getting some help with reasoning and processes is more effective when it’s coming from someone who has been doing this stuff for a long time.  I’m tickled when they come in and automatically start doing the stuff I’ve been drilling them on (‘draw your free body diagram and then sum your forces!’) without any prompting.  I also never realized how much homeschooling my kids would come in handy: when you’ve supervised all grade levels of math, you end up picking up lots of handy tricks to make life easier.  I’m now able to pass those tidbits on to my students to help remedy some of the common computational issues I’ve run into.

I did tell them, however, that they better be prepared: next year, I will be teaching more classes, so they need to sign up to tutor the incoming freshman.  A couple of them laughed.  I don’t think they realized that I’m serious.

A New Semester January 17, 2017

Posted by mareserinitatis in education, physics, teaching.
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I’m teaching physics this semester, and I have to admit that I’m in a slight panic.  At most places, physics is a 4 to 5 credit class.  It’s only 3 credits here, and I have a pretty strict schedule on what I need to get covered.  I can do it, as long as I don’t get off track, but it’s daunting.

The down side is that sometimes students don’t realize right away that they will be taking the class, so they miss the first couple days.  In my case, that means a week.

I’m doing something different in terms of homework, though, to compensate for how quickly we’re moving.  The students are getting a “mini” homework assignment each class.  Part of me knows this is going to be a pain because grading is generally one of my least favorite part of teaching.  (I think that’s true of most people I know, so I don’t feel terribly ashamed about it.)  The class is also “big,” which means the grading is going to take me longer than I had hoped.  I wasn’t sure if this was a good idea until I went through the first homework.

One of my late additions very clearly didn’t know what was going on.  I saw this was a problem and so I suggested he come see me so I could go over the information he missed.  This afternoon, I stepped him through my notes.  Things were rocking along and then he got that look on his face: it was like a giant light bulb went off.  He stopped, his mouth came open and his eyes seemed to pop out.  Then, after a few seconds, there was that slight smart to a smile.

Oh.  NOW I get it.

I really love that expression, and I think he’s happier because I gave him the opportunity to redo it now that he actually understands what we’re doing.

The perfect finish December 31, 2016

Posted by mareserinitatis in education, engineering, feminism, teaching.
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I saw that Breitbart was proposing a cap on women admitted to STEM programs.  My first thought was a very sarcastic, “Well, that shouldn’t be hard.”  I read part of the article aloud to Mike, the part about how women don’t leave STEM because of external pressure.

Mike jumped in, “What ever happened to that one student you had?  The one that the other professor said should switch majors…”

I knew which student he meant.  I had a freshman who, when she went in for advising for spring semester, was told by her advisor that she should switch majors.  The reason he did this was because she was one point too low on the math placement exam to get into calculus, putting her a semester “behind.”  She came to me, almost in tears, because she didn’t know what to do.  She felt like she needed to listen to him but really didn’t want to switch.

I wasn’t very proud of what I did next because I know it was completely unprofessional, but it had to be done: I told her to ignore him and that he was being a jerk.  I don’t like ripping on my colleagues, but this individual had just told my BEST student that she didn’t belong in engineering.

It had been a while since I had talked to her, though the last time we spoke, she told me she had a summer internship at a local engineering firm.  I performed some google-fu and found an article that mentioned her.  It turns out that she graduated earlier this year with a degree in electrical engineering.  Even better, she graduated with honors.

I’ve always felt rather conflicted about how I handled that situation, but at least I can leave this year and begin the next with the thought that I did the right thing.

Have a happy new year!

How to get something accomplished December 22, 2016

Posted by mareserinitatis in family, humor, teaching, work, younger son.
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I’ve been wondering why I felt like I got little of what I wanted done the beginning of the year, but the past four or five months have been amazingly productive.  Part of that is, of course, due to the fact that I have been regularly employed since August, and having a job to go to makes you feel productive just because you show up not wearing pajamas.  At least I haven’t yet… (And I must’ve had an exceptional class because I don’t think any of them did, either, despite our class meeting at 8 a.m.)

I think I realized the other thing that helped: I moved to another town.  You may laugh, but I’ve been back home a couple days now, and it’s kind of hitting me that driving my offspring around really chews up my day.  (No wonder I was under a lot of pressure to get a drivers license when I was in high school.) Doubly unfortunate, we are down to one vehicle because someone ran into Mike last week and his vehicle is waiting to be assessed by our insurance company, so I’ve been responsible for driving him around, too.  However, he begins his vacation tomorrow, which means he gets to play chauffeur, even if only to himself.  Conveniently, there’s no activities for the offspring to go to, starting tomorrow.

My next goal is to get him to do all the cooking…but I already failed that one since I promised to make meatloaf.

Anyway, the gist of the story is that people are more productive when they have a lot of time to themselves.  That being said, I am glad I get to spend some time with the family, even if some days it feels like it’s mostly in the car.

The semester is over!! December 16, 2016

Posted by mareserinitatis in career, engineering, family, geology, teaching, work.
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My first semester at the new digs is in the bag.  It was actually kinda awesome.  (Sorry…I’ve never been able to ditch the word ‘awesome’…or ‘kinda,’ either.)

I’m not sure what I was expecting.  I was as nervous as the freshmen going in, and I admit that the first couple months were kind of a shock.  It’s not that there was a lot of bad stuff going on, but being at a small school was so different.  The environment was so quiet  compared to any place I’d worked or gone to school before, and it made me feel like something was wrong.  There wasn’t, though: I just had to get used to the way things are done here and the different pacing.  As the students loosened up, as well, we all began to have a lot more fun in class.  I really enjoyed teaching because I had some very interested and attentive students, and I think most of them had a positive experience.

The service part of the job was surprisingly very enjoyable as it gave me the opportunity to get to know faculty from other departments.  I learned more about accreditation and assessment, and I participated in my first search committee.  I also helped a couple other departments with student-related activities, both for our students and as outreach to the local schools.  It kept me busy, but it wasn’t too overwhelming.  One thing I realized pretty quickly: we have a lot of female faculty here so I don’t imagine I’ll have to worry much (if ever) about being on too many committees because of a lack of representation from women.

One of the things I enjoyed most was having my own office again.  I really hate working at home, and I loved being able to keep work and other stuff more separated.  Sometimes I would drag home some grading while watching TV (which made it take three times as long), but for the most part, I did a lot of that at work.  I definitely need ideas to decorate the place, though, as all I have now in a nerd clock and a grumpy cat poster hanging up.


The hardest part of working here is the back and forth to see family.  I get a lot more done during the week so I don’t feel so bad taking some family time on the weekend, but it’s still hard not to see them every night.  Thank goodness for google chat and unlimited cell phone minutes.

I’m excited about next semester: I will be teaching university physics. When I was a TA/tutor for physics in undergrad, a lot of my lab students would come to me for help in the class.  I’ve been told a lot that I was very good at teaching it, and that’s stuck with me.  I sure hope they’re right because I remember it being one of my favorite classes in undergrad.  I also get to teach a general science class for non-majors, and I chose a geology-oriented topic for the focus.  It’ll be interesting to see how it goes teaching non-majors again.  My last experience was as a TA in grad school with students who really didn’t want to take science, so it wasn’t the most positive for me.  However, I’m starting to learn that I can’t base anything off past experiences, so I’m aiming for that class to be fun, too.

And now, I think I want a nice cup of hot cocoa…

Deep thoughts on student retention December 7, 2016

Posted by mareserinitatis in education, engineering, teaching.
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While there are several differences between my new uni and and the previous ones where I’ve taught, I have to admit that the students have been one of the biggest differences.  One of the things that made me nervous (I admit it) is that so many of them are athletes.  Other faculty told me this was a good thing, but my past interactions with athletes have been a very mixed bag.  Some have been fantastic students while others made me want to pull my hair out.  There’s not usually much in between.  I certainly don’t mind the great ones, but knowing I could have a lot more of the not-so-great really scared me.

Here, though, almost all my students are athletes, and the experience has been completely different.  I’ve enjoyed teaching this semester far more than before, and a lot of it has to do with the students, almost all of whom are athletes.

I started wondering about a separate issue, though, and it hit me later that they may be somewhat related.  Coming out of this first semester, it’s looking like we are going to have very high retention in the program.  Even the students who have decided to change majors aren’t doing horribly.  Admittedly, it’s just one semester and they haven’t hit some of the ‘weeder’ classes yet.  I am, however, definitely not seeing the extreme negative end of student behavior that seems to plague the intro classes I taught before.  It occurred to me that the students were definitely far more on top of things than I had run into in the past, and it made me wonder if the athletics have a lot to do with it.

There are two things that I think may have contributed.  First, athletes in college are almost always athletes in high school.  They’ve already had to learn to manage their time and probably have a leg up on lots of kids who never had to put a significant commitment toward an activity while going to school.  The second contribution may have come from the athletics infrastructure: the teams generally have organized study sessions, athletes are required to check on grades throughout the semester, and if there’s a problem, you’re encouraged to let the coach know.  In essence, the athletes have a built in support structure and mentors to help them adjust to the transition into college. They have people to help them manage all of it.

I’m honestly not sure how much of this success is the students themselves or the support structure; I suspect it’s a combination of both.  I’ve also seen that the uni does a lot to support non-athletes, as well, which may skew the results a bit for the better: athletes can take advantage of non-athlete support, as well.

This has been reinforcing my notion that support beyond financial may be a huge factor in one’s ability to get through school.  Students coming out of high school are supposed to be adults, but they’ve very seldom had the ability and latitude to act like one and so have little practice.  In particular, I’ve been thinking back to many of the students I’ve had and “lost” in the past.  If they had a support structure in place like that, would they have decided to leave the major, change schools, or, in the worst scenarios, flunk out of school?  How do you set something like that up for a non-athlete?

I am not sure I have any answers, but obviously I have lots of questions.  It may shake out and our retention won’t be any better after they hit some other classes, but I’m cautiously optimistic that we’re on a good path.  I am going to spend a lot of time watching to see what’s working, though.

The day after November 10, 2016

Posted by mareserinitatis in Politics, societal commentary, teaching.
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I went to bed Tuesday knowing that Trump was president.  I didn’t wake up to a shock, and even when I went to bed, I wasn’t that shocked.  I guess having lived through 8 years of George W Bush made me rather cynical about the way our country deals with problems and adversity.  (That is, usually in the least constructive manner possible.)  Unlike a lot of people, I’m not raging and upset at the outcome: I’m just disappointed and know the next four years are going to be tough.

I pondered how to handle it with my class, though, and decided the best solution was to not bring it up.  As I’ve mentioned before, this is one of my most diverse classes ever.  About 1/3 of them are international students (whom I suspect believe Americans are nuts), 1/4 Latino (whom I suspect are stressed about the election), a couple of black students (who keep their thoughts to themselves), and the last third are from the midwest (and I suspect there’s a few Trump supporters in there).  I figured it had no place in engineering and I didn’t want a fight to ensue on top of that.

After class, a student walked into my office, quite upset, and closed the door.  Then he asked if I’d voted for Trump.  I’ve had encounters with angry students before, so I, to be perfectly honest, was rather scared in that moment.  I simply said, “No, I didn’t.”

At that point, he sunk into a chair and started venting.  This student was very upset because of dealing with some other students who were Trump supporters.  I think he just wanted to be around someone who would understand where he was coming from and as I’m female, he felt there would be a good chance I would agree and possibly validate the frustration and anger he was dealing with.  He did calm down and seemed to be in better spirits when he left.

This has made me ponder if “keep quiet” was the right thing to do, however.  If I could go back, I would probably have said the following:

Some of you are probably pleased with the election.  Others of you probably are not.  Regardless of which side you’re on, I’d appreciate it if you gave everyone some space to deal with their thoughts on this.  It’s important to remember that we all have to live with each other after this, and there’s no reason to be gloating or angry because someone made a different decision than you did.

Not sure if it would help or hurt, but maybe acknowledging how everyone was feeling (and has a right to feel) would’ve helped remind the students how we are supposed to behave as mature adults.  That’s part of what they’re supposed to be learning at college, too.

Waiting for the student to pop… November 3, 2016

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I really enjoy teaching, but there are some aspects of it that frustrate me.  In particular, during my previous teaching stints, I often had a student who would be exceptionally rude or bothersome.  In one case, I had a student who sat there yelling at me, and I was thankful other people were present in my office at the time because I was worried he was going to get threatening and/or violent.  It happened when I was a TA and it happened when I was an instructor.  As an undergraduate TA in college physics labs, I remember one student who showed up to a make-up lab drunk.  It was not the first time I’d had incidents like this, so the chair of the department asked once why I always ended up with the crazy students.  After the episode with the yelling student, I realized that this student didn’t treat male professors or TAs the same way.  I am fairly convinced that a lot of the behaviors I see is based on the fact that I’m a female instructor and students feel free to take liberties with me that they never would with male instructors.  (And before you object, there’s a lot of research on this…)

I realized today that I’ve been holding my breathe, waiting to see who this semester’s one student will be.

It’s no one.  Not a single one.  All of my students are generally respectful and polite.  They don’t get on my nerves.  They’re nice kids.

Admittedly, this is also my first time teaching at a liberal arts college rather than a public university.  Second, I’m only teaching engineering students currently.  (It may be different teaching a general education class, but I won’t know until next semester.) It’s also a smaller group than I’ve taught before, so I may have numbers on my side.  What I’m noticing, though, is that I don’t seem to have students in the ‘extremes.’  I have really good students, but none so worked up that they’re freaking out if they’re not getting an A+ or arguing about every point they lose on each assignment.  Likewise, even the kids who are struggling in my class are still showing up and putting in a decent effort.  As I mentioned before, one of my biggest issues is how some (but not most of them) address me.  There have been a couple other bumps in the road, but none that have been really terrible.

Maybe this isn’t a surprise for those of you who’ve taught at a liberal arts school for a while, but it’s been rather amazing to me.  It’s made me wonder why I didn’t think about a school like this before.

Or maybe it’s all a fluke.  I certainly hope not, though.

Midterm reviews October 27, 2016

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I scared my students to death yesterday.

“Pull out a blank piece of paper.”

The look of total panic was hilarious.  Probably not for them, though.  I shouldn’t have been so amused by it, but it didn’t occur to me until I saw their faces that they thought I was going to give them a pop quiz.

No, instead I gave them a few minutes and left the room while they wrote down, anonymously, a couple things they liked in the class and a couple things that needed improvement.  I told them that the comments needed to be constructive, though: if they don’t like my hairstyle or my wardrobe, I really don’t care.

I was kind of scared to look at the comments, but I was actually very impressed with the quality of the feedback.  I’ve never had end-of-semester evaluations give me this kind of information.

Some of the comments were expected: nearly half complained about the ungodly earliness of the class.  (This is something that doesn’t bother me except that half of the class will fall asleep on lecture days, so it will be changed in the future.  I personally am in favor of early a.m. classes.) I only got one “the instructor is very nice” comment.  I have mixed feelings on comments like that, but I was happy to also see that they liked how the class was structured and said I gave good explanations.  Those are the kinds of things I DO like to hear.

On the negative side, I had a couple complain about the number of ethics problems, so I will have to explain to them about this little thing called ABET.  A couple were confused about the grading, so I will also have to discuss my grading rubric, although I won’t be changing it for the one person who said I graded too hard.  One person wasn’t sure what the point of the class was.  All of these are fair questions that I think can be easily addressed.

Then there were the mixed bag things: some hate the book (or its expense) while others love it, some feel class is too easy while others feel it’s too hard, some like the pace while others feel it’s too fast, etc.

I was surprised that there were more students who wanted more group projects than those who wanted less.  Apparently the group work is actually a positive thing, so hopefully that means I am structuring it well (or well enough).

And, best of all, they definitely got the message that I really don’t care what they think of my hair.

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