Sunday, April 7, 2013
End of spring break
Spring break is often late here, because we get a long Mardi Gras weekend. Spring break doesn't occur until after Good Friday. I was so ready this year!
My intention this past week was to balance work with rest. It wasn't until yesterday that the ton of bricks hit me, probably after spending Friday working straight from 10 in the morning (on a writing date with a friend) to six at night (preparing for our big presentation to the Governor's Commission on anti-bullying initiatives). Yesterday, I collapsed--some sort of combination sinus/migraine headache, terribly sore neck, and nausea. I was so terribly whiny. I stayed in bed until midnight, when I had a miraculous calm in the storm--Mark made me some scrambled eggs which I devoured.
Today I was down for the count again. I'm eating, though, and feeling less nauseous. The pain is less, though it's still there. I'm dreading tomorrow--though I'd already planned to spend most of class this week showing a documentary (POV's Stonewall documentary--so good!), but tomorrow I'm on a panel for grad students about communication. Ugh. That's going to take an extra big coffee. And then Tuesday's the presentation.
I got the minimum done this week--student paper proposals responded to. Writing done. Started thinking about summer and fall syllabi, and requested a couple of desk copies. The couple of small assignments the professor whose RA I am this semester are done. I've still got bits and pieces to grade, but I'm okay with that.
As usual, it shall be a sprint to the finish. I'm thinking I may last until the end of Masterpiece Theater, and then back to sleep.
Thursday, March 14, 2013
MLA 2014 CFP--Deadlines extended!
Deadlines have been extended to *March 19* for proposals for MLA 2014!!
Alt‑Academic Feminism I: “Teaching Outside the Classroom through Digital Humanities, Women’s Caucus for Modern Languages at the MLA, Chicago, 1/9‑12/2014. Amid Fembot Collective, Black Girls Code, MOOCs, Abrogrammers, new collaborations, how are women teaching, learning, connecting (or not) via DH? 250‑word proposals to Teresa Mangum (tmangum@uiowa.edu). We invite you to propose a topic for this 2014 guaranteed session, a roundtable in which 4‑5 participants offer provocative comments to inspire lively discussion.
Alt‑Academic Feminism II: “Theorizing Collaborative Action Beyond Classrooms”: Community‑based, integrative, and service‑learning as recognized high‑impact practices but also vulnerable programs; what are models/risks of framing activist work as teaching/research/service responsibilities? 250‑word proposals to Jessica Ketcham Weber (jweber@cascadia.edu).
Alt‑Academic Feminism III: “Feminist Vulnerability on Post‑Feminist Campuses.” Success, support, problems, or backlash in developing programs/curriculum, equity in policy (e.g., FMLA, harassment), personnel (e.g., representation/workload), and hiring (e.g., contingent labor). What does it mean to live on a post-feminist campus with a pre-feminist workload? To have colleagues or administrators behave as though activism on policy, guidelines, or hiring is passé when women have “taken over”? What are the best practices to assure that workplaces support gendered issues? 250-word proposals to Michelle Massé (mmasse@lsu.edu)
Sunday, March 3, 2013
MLA CFPs--Women's Caucus of the Modern Languages
The Women's Caucus of the Modern Languages is issuing its calls for proposed panels at the 2014 Modern Language Association
convention. Please share these CFPs widely.
And, as we say here in Louisiana, throw us something--preferably
before March 15! And, whether or not you send us something, come to the party at next year's cash bar!
Alt‑Academic Feminism I: "Teaching Outside the Classroom through Digital Humanities, Women=s
Caucus for Modern Languages at the MLA, Chicago, 1/9‑12/2014. Amid Fembot Collective, Black Girls Code, MOOCs,
Abrogrammers,@
new collaborations, how are women teaching, learning, connecting (or not) via DH? 250‑word proposals to Teresa Mangum (tmangum@uiowa.edu)
by March 15, 2013. We invite you to propose a topic for this 2014
Aguaranteed
session,@
a roundtable in which 4‑5 participants offer provocative comments to inspire lively discussion.
Alt‑Academic
Feminism II: "Theorizing Collaborative Action Beyond Classrooms":
Community‑based, integrative, and service‑learning as recognized
high‑impact practices but
also vulnerable programs; what are models/risks of framing activist
work as teaching/research/service responsibilities? 250‑word proposals
by
March 15, 2013 to Jessica Ketcham Weber (jweber@cascadia.edu).
Alt‑Academic Feminism III:
"Feminist Vulnerability on Post‑Feminist Campuses."
Success, support, problems, or backlash in developing
programs/curriculum, equity in policy (e.g., FMLA, harassment),
personnel (e.g., representation/workload), and hiring (e.g., contingent
labor).
What does it mean to live on a post-feminist campus with a pre-feminist workload?
To have colleagues or administrators behave as though activism on
policy, guidelines, or hiring is passé when women have "taken over"?
What are the best practices to assure that workplaces support gendered issues?
250-word proposals by March 15, 2013 to Michelle Massé (mmasse@lsu.edu)
Monday, February 11, 2013
Grading Pipedream
I don't know that I can fully express my gratitude for the four day Mardi Gras weekend I'm current enjoying. Given how completely jammed full my schedule has been lately, it's been wonderful to get this small break.
It also allowed me to finally catch up on my grading, with which I had fallen woefully behind. I'm not quite sure what my problem has been, other than fatigue--and then I would think about how much I had to grade, and not do it. As with much procrastination, it had grown quite monumental in my mind--thank goodness I had this long weekend to catch up.
But you know, once I started, it wasn't terrible. It took two sittings--one in which I tallied up participation and graded the short response papers, quizzes, and in-class writing from, oh, the last couple of weeks (it wasn't actually as bad as I thought). The second sitting, I graded individual presentations--I had already made up a rubric, and had made notes during the presentations, so I pretty much just had to fill out the rubric. Again, not so terrible.
Why am I so resistant to grading? Sure, it's not as much fun as watching Downton Abbey, but then, what is? Part of my hesitation, I think, was worrying what I'd actually find--for example, seeing just how many/how few students are keeping up with the reading. In a class of 40, I have my usual suspects who speak in class, but it takes breaking them up into groups to get anyone else to contribute. And truly, when I did go through the quizzes, there were a number of them that, rather than answer the questions, instead were confessions of not doing the reading, with a variety of reasons and excuses given. Anymore, I don't have very much patience with most excuses--while I think that students write these long epistles in an attempt to garner sympathy or gain credibility, long stories involving family weddings/traffic/travel/whatever simply make me impatient.
(And what is it with the number of students involved in family events that conflict with class? My parents would have never allowed me to skip class for anything! I never know what to make of such excuses.)
I realized, though, that once I was done, I felt a bit chagrined by how painless grading had been. I was reminded of how capable I am of trying to talk myself out of going to work out, and how glad I am when I'm unsuccessful at doing so. In my grading fantasy, I find some sort of way to remind myself of how actually painless grading usually is, and how glad I am when I'm done with it, the same way that I've tried to condition myself to not let myself get out of going to work out. The thing is, I actually enjoy the process of working out--when I'm at jazzercise, I actually have a good time, and feel fantastic afterward. With grading, while it's never as painful as I dread, it isn't nearly as fun as jazzercise is.
Tonight, my reward for finishing all of the grading was making cinnamon cookies. That certainly amplified and reinforced positive feelings about grading. But is that the only trick, to just come up with better rewards for grading? Or other there others, that might make me dread it less?
It also allowed me to finally catch up on my grading, with which I had fallen woefully behind. I'm not quite sure what my problem has been, other than fatigue--and then I would think about how much I had to grade, and not do it. As with much procrastination, it had grown quite monumental in my mind--thank goodness I had this long weekend to catch up.
But you know, once I started, it wasn't terrible. It took two sittings--one in which I tallied up participation and graded the short response papers, quizzes, and in-class writing from, oh, the last couple of weeks (it wasn't actually as bad as I thought). The second sitting, I graded individual presentations--I had already made up a rubric, and had made notes during the presentations, so I pretty much just had to fill out the rubric. Again, not so terrible.
Why am I so resistant to grading? Sure, it's not as much fun as watching Downton Abbey, but then, what is? Part of my hesitation, I think, was worrying what I'd actually find--for example, seeing just how many/how few students are keeping up with the reading. In a class of 40, I have my usual suspects who speak in class, but it takes breaking them up into groups to get anyone else to contribute. And truly, when I did go through the quizzes, there were a number of them that, rather than answer the questions, instead were confessions of not doing the reading, with a variety of reasons and excuses given. Anymore, I don't have very much patience with most excuses--while I think that students write these long epistles in an attempt to garner sympathy or gain credibility, long stories involving family weddings/traffic/travel/whatever simply make me impatient.
(And what is it with the number of students involved in family events that conflict with class? My parents would have never allowed me to skip class for anything! I never know what to make of such excuses.)
I realized, though, that once I was done, I felt a bit chagrined by how painless grading had been. I was reminded of how capable I am of trying to talk myself out of going to work out, and how glad I am when I'm unsuccessful at doing so. In my grading fantasy, I find some sort of way to remind myself of how actually painless grading usually is, and how glad I am when I'm done with it, the same way that I've tried to condition myself to not let myself get out of going to work out. The thing is, I actually enjoy the process of working out--when I'm at jazzercise, I actually have a good time, and feel fantastic afterward. With grading, while it's never as painful as I dread, it isn't nearly as fun as jazzercise is.
Tonight, my reward for finishing all of the grading was making cinnamon cookies. That certainly amplified and reinforced positive feelings about grading. But is that the only trick, to just come up with better rewards for grading? Or other there others, that might make me dread it less?
Monday, January 28, 2013
CFP: Edith Wharton Society at South Atlantic Modern Language Association (Atlanta, Georgia, November 8-10, 2013)
The Edith Wharton Society invites papers that engage with this year's SAMLA conference theme: "Cultures, Contexts, Images, and Texts: Making Meaning in Print, Digital, and Networked Worlds." We are open to a variety of interpretations. For example, what meanings emerge when we consider Wharton's work alongside the "networked worlds" of her various homes and travels? How has the rise of digital humanities and new forms of communication fostered new scholarship and approaches to Wharton's writing? A range of responses to this topic is welcome, including examinations of her travel writings, other non-fiction, fiction, and poetry. By May 17, 2013, please send a 300-500 word abstract and one page CV to Monica Miller, Louisiana State University, at mmil132@lsu.edu.
Monday, January 21, 2013
Throwing like a girl, communicating like a graduate student
I have a hazy idea of what I want to say here--there's something which is irking me, but I can't quite articulate it. And I feel like I've sort of been part of the problem myself. So bear with me.
As the professionalization chair of the English grad student organization this year, I'm trying to organize some professionalization workshops for grad students this semester. Publishing is one of our students' biggest concerns, and I'm going to ask a faculty member if he would do a repeat of a well-received workshop he did a few years ago, about what makes a journal article appear "grad student-y." I'm not sure exactly what he covers in it, but I heard good things about it.
I've also asked the DGS to do a workshop on professional communication and networking. There are two big things I'd like her to cover. One, I'd like her to talk about things like, how to strike up a conversation at a conference/other networky place with a total stranger. Or how to talk to a scholar you admire without sounding like a total fangirl.* The other thing is more basic things, like that many faculty members take offense if you call them by their first name, or many of the other habits--especially in email--that I've heard faculty members complain about.
However, something's been irking me about a thread that's running through these requests, and I realize that it has something to do with the idea that we need to learn to not sound like graduate students. It occurs to me that when most academics use the phrase "like a graduate student," they generally don't mean it as a compliment.** And perhaps that doesn't bug most people, but there's something that smacks of other observations like, "You throw like a girl!" When I first heard that one, my first response was, well, yeah, I am a girl. Oh, you mean that as an insult?
And I suppose what I'm feeling right now is something like, well, yeah, I am a graduate student. And I'm kind of getting tired of that label being used as a negative. When I was trying to articulate this to my husband, he observed that that's kind of the problem with a hierarchical system such as academia, that those lower down on the learning curve do make mistakes and bumble things which those more experienced generally make less often. And to be frank, I am aware enough of my own place on the learning curve/food chain, and my own ignorance of the often complicated, not-quite-visible politics going on--as well as the countless examples I've seen of other graduate students stumbling in their attempts to seem professional or assertive--that I understand why the term so often used as an adjective to mean unprofessional or ignorant of the big picture.
So, should I just suck it up and stop taking things so personally? Or is there a conversation to be had about the derogatory and pejorative uses of the phrase "grad student"?
*Seriously, I worry sometimes about turning into Chris Farley: "You that time when you wrote Dirt and Desire? You know, and you asked, like, what would happen if we replaced William Faulkner with Eudora Welty at the center of the southern canon? That was awesome!"
**At a conference recently, I was stopped by a total stranger who congratulated me on giving a good conference paper presentation, and when they discovered I was a grad student, continued their compliments with, "Wow, you don't present like a grad student at all!"
As the professionalization chair of the English grad student organization this year, I'm trying to organize some professionalization workshops for grad students this semester. Publishing is one of our students' biggest concerns, and I'm going to ask a faculty member if he would do a repeat of a well-received workshop he did a few years ago, about what makes a journal article appear "grad student-y." I'm not sure exactly what he covers in it, but I heard good things about it.
I've also asked the DGS to do a workshop on professional communication and networking. There are two big things I'd like her to cover. One, I'd like her to talk about things like, how to strike up a conversation at a conference/other networky place with a total stranger. Or how to talk to a scholar you admire without sounding like a total fangirl.* The other thing is more basic things, like that many faculty members take offense if you call them by their first name, or many of the other habits--especially in email--that I've heard faculty members complain about.
However, something's been irking me about a thread that's running through these requests, and I realize that it has something to do with the idea that we need to learn to not sound like graduate students. It occurs to me that when most academics use the phrase "like a graduate student," they generally don't mean it as a compliment.** And perhaps that doesn't bug most people, but there's something that smacks of other observations like, "You throw like a girl!" When I first heard that one, my first response was, well, yeah, I am a girl. Oh, you mean that as an insult?
And I suppose what I'm feeling right now is something like, well, yeah, I am a graduate student. And I'm kind of getting tired of that label being used as a negative. When I was trying to articulate this to my husband, he observed that that's kind of the problem with a hierarchical system such as academia, that those lower down on the learning curve do make mistakes and bumble things which those more experienced generally make less often. And to be frank, I am aware enough of my own place on the learning curve/food chain, and my own ignorance of the often complicated, not-quite-visible politics going on--as well as the countless examples I've seen of other graduate students stumbling in their attempts to seem professional or assertive--that I understand why the term so often used as an adjective to mean unprofessional or ignorant of the big picture.
So, should I just suck it up and stop taking things so personally? Or is there a conversation to be had about the derogatory and pejorative uses of the phrase "grad student"?
*Seriously, I worry sometimes about turning into Chris Farley: "You that time when you wrote Dirt and Desire? You know, and you asked, like, what would happen if we replaced William Faulkner with Eudora Welty at the center of the southern canon? That was awesome!"
**At a conference recently, I was stopped by a total stranger who congratulated me on giving a good conference paper presentation, and when they discovered I was a grad student, continued their compliments with, "Wow, you don't present like a grad student at all!"
Friday, January 18, 2013
Happy first week of school!
One week down, and a lovely week it's been. It certainly helps that general exams are behind me, I'm not enrolled in any courses, and I'm teaching Introduction to Women's and Gender Studies, a class which I loved the first time I taught it. This semester--at least the first week--promises to be just as enjoyable.
This semester I've had the course certified as Communication-Intensive, with verbal and written modules. I didn't really have to change much from the first time I taught it--I already comment on student drafts, and they do plenty of writing in class, and they have group presentations. To fulfill the requirements, I've added individual presentations, and a "drafting" process to the group presentations, which will require students to film their presentations ahead of time, and submit them to me for feedback before their final presentation. This is the first time I've had students record themselves--it'll be good for them (as well as me!) to become more comfortable with such technology. I'm looking forward to seeing how feedback affects final presentations. It certainly has an effect on written communication.
And class so far! Though the roster continues to be in flux (there are three people who have yet to show, though we've had three class meetings, and I've got at least one still on the waitlist), both Wednesday and today I've had some great participation. Discussions are so interesting in WGS courses--and though I feel a bit guilty saying so (because I really am committed to the importance of teaching composition (so much so that I try to incorporate a lot of it into my other courses)), it was such a breath of fresh air to be in this class last week, after so many comp courses. A big part of it must be the self-selection of the students--even though many of them take it because they need the humanities credit, there are other courses they could have chosen. And unlike the previous sections I've taught, this semester I have quite a few young men (before, I had two per class, tops), and they've been contributing to class discussion quite a bit.
We started this week with a short unit on privilege, as a way of emphasizing the idea of intersectional analysis that I try to emphasize throughout the class. We start by reading Peggy McIntosh's class Unpacking the Invisible Knapsack and John Scalzi's Things I Don't Have to Think About Today. I really love using Scalzi's work in the classroom--I've used his Being Poor before, too, quite successfully. I really like both of them, as they really emphasize the invisibility of privilege, and how--contrary to what the word "privilege" makes it sound like--it refers to unearned privileges. On Wednesday, I started class with some basic vocabulary, including words like "ideology" and "institutions." After some discussion about the Scalzi piece, I asked what this idea of privilege had to do with the vocab I'd given them earlier--and I got some really astute answers! Yay, students!
Today, class started with the first individual presentation, which was on the McIntosh piece. Again, pride in students. Good presentation, good student responses, interesting ideas. It occurred to me that that is so often what's missing in my comp classes: interesting ideas. I think there must be ways to make the subject of conversation in composition more interesting, but I just haven't found that many yet. It occurred to me today that I could probably kick off comp classes with this unit, with a focus on privilege, and how different modes of writing are related to reinforcement of privilege.
So, next week: historical background! When I first was planning this class, it was so had not to just make the whole class about first wave feminism. There are so many fascinating women to learn about! I'm surprised that there hasn't been a film about Victoria Woodhull alone--she's fascinating.
And now, a three day weekend for a reward.
This semester I've had the course certified as Communication-Intensive, with verbal and written modules. I didn't really have to change much from the first time I taught it--I already comment on student drafts, and they do plenty of writing in class, and they have group presentations. To fulfill the requirements, I've added individual presentations, and a "drafting" process to the group presentations, which will require students to film their presentations ahead of time, and submit them to me for feedback before their final presentation. This is the first time I've had students record themselves--it'll be good for them (as well as me!) to become more comfortable with such technology. I'm looking forward to seeing how feedback affects final presentations. It certainly has an effect on written communication.
And class so far! Though the roster continues to be in flux (there are three people who have yet to show, though we've had three class meetings, and I've got at least one still on the waitlist), both Wednesday and today I've had some great participation. Discussions are so interesting in WGS courses--and though I feel a bit guilty saying so (because I really am committed to the importance of teaching composition (so much so that I try to incorporate a lot of it into my other courses)), it was such a breath of fresh air to be in this class last week, after so many comp courses. A big part of it must be the self-selection of the students--even though many of them take it because they need the humanities credit, there are other courses they could have chosen. And unlike the previous sections I've taught, this semester I have quite a few young men (before, I had two per class, tops), and they've been contributing to class discussion quite a bit.
We started this week with a short unit on privilege, as a way of emphasizing the idea of intersectional analysis that I try to emphasize throughout the class. We start by reading Peggy McIntosh's class Unpacking the Invisible Knapsack and John Scalzi's Things I Don't Have to Think About Today. I really love using Scalzi's work in the classroom--I've used his Being Poor before, too, quite successfully. I really like both of them, as they really emphasize the invisibility of privilege, and how--contrary to what the word "privilege" makes it sound like--it refers to unearned privileges. On Wednesday, I started class with some basic vocabulary, including words like "ideology" and "institutions." After some discussion about the Scalzi piece, I asked what this idea of privilege had to do with the vocab I'd given them earlier--and I got some really astute answers! Yay, students!
Today, class started with the first individual presentation, which was on the McIntosh piece. Again, pride in students. Good presentation, good student responses, interesting ideas. It occurred to me that that is so often what's missing in my comp classes: interesting ideas. I think there must be ways to make the subject of conversation in composition more interesting, but I just haven't found that many yet. It occurred to me today that I could probably kick off comp classes with this unit, with a focus on privilege, and how different modes of writing are related to reinforcement of privilege.
So, next week: historical background! When I first was planning this class, it was so had not to just make the whole class about first wave feminism. There are so many fascinating women to learn about! I'm surprised that there hasn't been a film about Victoria Woodhull alone--she's fascinating.
And now, a three day weekend for a reward.
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