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Waiting for the student to pop… November 3, 2016

Posted by mareserinitatis in education, teaching.
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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.

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Midterm reviews October 27, 2016

Posted by mareserinitatis in education, teaching.
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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.

A professor by any other name October 26, 2016

Posted by mareserinitatis in education, feminism, societal commentary, teaching.
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I decided that after my previous teaching experiences, creating a sense of distance between myself and my students was prudent.  I never understood this from the student perspective (likely because most of my teachers tended to the formal side so it was seldom an issue), but as a professor, I definitely see an advantage.  I want to help the students and be approachable, but being approachable doesn’t mean I want to be their friend and I also expect them to treat me professionally.  In the past, not all students have been courteous, to say the least.  Even when I started out more formally and then loosened up, it seemed like the loosening up was a bad idea because it was taken as a sign that I’d stopped having boundaries.

When I was in undergrad and later doing my master’s degree, I took several classes from a particular professor.  This professor had this quirky habit of calling all students either Mr. or Ms. LastName.  It was strange, particularly since, as a Quaker, I really shy away from using titles as much as I can.  It grew on me, though, and created this sense that you were being treated like the professional colleague he intended you to become once you graduated.  (I felt bad for him, though, when my last name kept changing because of a divorce and later a remarriage.  At some point, he said, “What am I supposed to call you?!”)

I decided to experiment and, with my former math prof as inspiration, I have been addressing all of my students as Mr. LastName, despite it being somewhat uncomfortable. (I have no female students, but I intend to call any I may have Ms. LastName.)  I also said specifically that I expected to be referred to as Professor LastName or just Professor.

While it has taken a bit of getting used to, I’m starting to get the hang of it.  When discussing students with faculty or administration, though, I have to use both first and last name since others will often refer to them by their first names.  This leaves me confused as I will have no idea about whom they are talking.

On the flip side, I don’t know for sure how the students refer to me when talking amongst themselves.  I have an idea, though, because I received an email from a student addressed to me by my first name.

*deep sigh*

I wasn’t sure what to do about this lapse and I needed to respond to the email promptly, so ignored the address, although I suspect I shouldn’t have and won’t in the future.  I figured I would check with my colleague, who goes by Dr. LastName.

I popped into his office the next day and asked, “How do you deal with students who refer to you by your first name?”

He cocked his head to the side, thought for a moment, and responded, “They never have.”

It truly is amazing to me that in several years of teaching, no one has ever referred to him by his first time, yet I can’t make it three months without it happening.

Mercurial biology text October 3, 2016

Posted by mareserinitatis in education, science, younger son.
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Younger son was reading through some biology homework when he suddenly pipes up, “Mom!  Did you know you need mercury in your blood?”

I was of course quite shocked at his proclamation because that just didn’t make any sense.  I asked him to read me the sentence.  It said something about how the blood’s pressure needs to remain at xx (where xx is some number I don’t remember) mmHg.  “And Hg is mercury!”

While I can see where he would get that impression, this instigated a long conversation about how we measure air pressure.  It also made me wonder why they don’t bother explaining units before they start using them. I suppose it may be because they don’t think like younger kids, who could easily read something into it that an adult would never have thought of.

I’m just glad he thought to mention it before he went and got a hold of some mercury.

Answering the sexism in STEM question September 27, 2016

Posted by mareserinitatis in career, engineering, feminism, science, societal commentary.
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I’m not a big fan of career panels for women in science, at least for those in college and above.  However, panels of women in STEM careers for high school students and younger, I think, are important, primarily because they show young women that there are other women who are scientists and mathematicians and engineers, even if they do nothing else.  Being able to identify with a panelist because of sex/gender is going to go a long way to breaking down stereotypes.

I was involved in one such panel over the past weekend.  I was one of three women who has a career using math outside of being a mathematician, and we were talking to high school students about our careers in math-intensive fields.

I feel awkward when the question comes up (and it always does) about whether one encounters sexism as a woman in a STEM field.  I don’t want to say anything discouraging, nor do I want to lie.  I also get nervous, worrying that I may be the only one who has had to deal with it.  I was fortunate this weekend in that all three of us seemed to have a range of experience dealing with this, but we were all able to say that it was not the majority of the time.  Yes, we told them, you’re going to run into it, but it’s primarily a handful of individuals who are that way.  Most of the time, you’ll be treated as respectfully, as a colleague.  And unlike in the past, if you find you’re dealing with more of it than you want to, there are a lot more opportunities to find a career in greener, less sexist pastures.  We all agreed the situation had improved significantly in the past twenty years.

That being said, I would really like to stand in front of a group like that and say, no, it doesn’t matter and you won’t see it.  I suspect I will be waiting a long time, but I keep hoping.

The first week September 5, 2016

Posted by mareserinitatis in career, education, engineering, work.
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I finished my first week teaching in my new institution, and I have to say it was very strange.

I started college at a small university, but it had twice as many graduate students as undergrads, and it was in the middle of a large metropolitan area.  While the campus wasn’t huge, it was relatively busy.  I finished my undergrad at a mid-size state school, but the department I was in was tiny.  I had very small upper-level classes but most of my generals were in very large classes, one even having about 500 students. For my MS, I switched to one of the largest departments, which was a jolt.  While my classes weren’t huge (15-20 per class in the grad program), there were a lot of people around and pace and flavor of the department was far less intimate.  There were people in the building nearly 24 hours. For the PhD, I was in a very large state university in a big city but in a small department.  Even so, my classes typically had at least 20 people in them.  At all of these places, it seemed like, at least during the school year, the pace was hectic and there were a lot of people always around.  I always felt like I was busy.

Now I’m in a new department (I’m one of two faculty) in a small liberal arts college in a small town.  The feel is completely different.  The classes are smaller, and the students always seem to be off at class.  The campus quad is usually quiet, unlike the last place (the really big university in the middle of city).  At the big school, people would eat lunch while listening to the Christian hippy-looking fellow standing on a ladder in front of the library, preaching fire and brimstone or playing inspirational music and singing slightly out of tune.  Other students would be playing frisbee or football.  Now I mostly see people walking from one building to the other (usually on the sidewalks!), with the occasional line coming out of the student center because everyone decided to grab lunch at the same time.

While I’m kind of surprised by the quietness, I am also enjoying the lack of everything feeling so hectic.  My colleagues generally seem to be laid back, the students are mostly pleasant and polite.  Everyone is getting things done, but no one seems to be running around all frantic and the campus doesn’t feel like a beehive.

Of course, it’s early in the semester; I’ll have to revisit this train of thought in December.

Brand new professor  August 27, 2016

Posted by mareserinitatis in career, engineering, teaching, Uncategorized.
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I finished my first week as a new professor. It was exhausting. I spent most of the week drinking from the firehose of information about my new institution. A colleague says every institution does the same thing to new faculty and he doesn’t understand why, but I think I do: it certainly creates empathy for the students. Going to college is at every bit as stressful as being a new faculty. 

The hardest part for me is just being around unfamiliar people all day. While my colleagues are almost entirely warm and welcoming, my introversion was severely stressed and I really needed down time in evening with no people. As much as I don’t like the commuting arrangement, I greatly appreciated the much-needed down time it afforded me.  I also was short on time for running (also good stress relief), so I tried to tell myself that the multiple flights of stairs I was taking daily to reach my office were an adequate substitute.

I finally met some students yesterday. Many of our students are athletes, and I saw an unexpected and very interesting side benefit to this: 2/3 of my advisees were minorities.  I am very excited by the possibility that there may be enough students that they won’t feel out of place. Unfortunately, there are no women, though I think we should start a SWE chapter anyway.

My final experience this week as a professor was with one of my advisees. We shook hands and, after he sat down, saw the hand sanitizer on my desk and asked to use some. I said feel free, but then became worried that I should be using some, too.

Returning to the land of the employed June 28, 2016

Posted by mareserinitatis in career, engineering, teaching.
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I’m so excited! I finally have something to post about!  And it’s not just cat and dog pictures!  Or discussions about comic book characters!

I will be starting a new job in the fall as an engineering professor at a small liberal arts college.

I’ll be honest: no one is more surprised about this than me.  Until recently, I hadn’t ever thought about liberal arts colleges as a possible career choice.  Over the past couple of years, however, I’ve gotten the sense that I don’t fit well into a lot of research universities.  Despite a lot of places saying they wan’t people who do interdisciplinary research, it’s become pretty plain that they still want you to have all your degrees in one field.  Grant reviewers don’t like grants that are too far outside their expertise, either, which makes it hard to get funding.

All of that pushed me to start thinking about liberal arts colleges, particularly since I have a strong interest in education and pedagogy.  That ended up being a good decision.

The program is brand new, so I’ll be setting up some classes and labs from scratch.  While that’s daunting, it’s also exciting, especially because of the educational aspect.  Designing classes around a student-centered, hands-on approach is going to be easier (I hope) than trying to remake everything.  I hope my students will be okay being guinea pigs.  I’m certainly okay with getting to play with lab equipment.  The classes will initially be pretty small, but I don’t think they’ll ever get huge.  (I’ve been informed the largest classes at the school are around 50-60 students, and those aren’t common.)

The down side is that the school isn’t in town, so I’m in the process of finding a buying a new place to live.  It IS close enough that I’ll be able to come home frequently, but a little too far for a daily commute.  I am therefore also in the process of trying to teach the younger offspring how to cook…well, something other than mac and cheese or toast.

Anyway, the pace of life has definitely picked up, but that’s a good thing.

Post-doc season June 17, 2016

Posted by mareserinitatis in career, research.
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It appears to be that time of year again.  My mailbox has been filling with CVs from people who want me to give them a post-doc.  Some of them are actually in electromagnetics, so it makes sense why they would contact me.  (Some…but not most.)

This year, however, I was contemplating handling it a bit differently than previous years.  Given I’m not currently employed, I can’t really offer them a post-doc.  (I also couldn’t when I was employed, either, but humor me.)  This year, therefore, I have contemplated writing them back to say I’m in the same boat they are and that they should let me know if they come across anything open.

I don’t imagine I’d hear back from them.

I also can’t imagine myself sending that particular email, either.  But it is funny to contemplate their possible reaction.

Octopi make better teachers June 9, 2016

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I was doing a presentation yesterday that involves drawing a diagram on the board.  It also involves holding equipment up at the board, so, since I’m not an octopus, it’s something that I need a couple people to help me with.  (Note to self: grow tentacles.)

I’ve done this particular activity before, but the space I had to work with was larger.  Yesterday, there was a permanent projector screen in the front of the room and a smaller whiteboard on the side rather than a very long white board with a pull-down screen like I was more used to dealing with.

In order to do the activity, I had to crowd in next to the white board along with two other people.  The small space was difficult to work in and some of the equipment wasn’t working as well as it should’ve because of how close everything was.  As we were constructing the diagram, we got to the point of the big reveal and one of the people helping me said, “No way!”

I laughed because her reaction was so awesome.  Then I realized that no one else could see what was going on because we were all blocking the board.

Doh!

Everyone was able to see it when we were finished, but I didn’t see the same reaction that the person helping me with the diagram gave, and that was a bit of a bummer.  I am hoping the attendees were still surprised by what they saw, but it felt a bit like that moment when you tell a joke and nobody gets it.

I guess this is one case where technology got in the way of teaching.  Or maybe it was my lack of tentacles.

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