Hours later, I have only succeeded in taking the entire back of the key-assembly apart, putting it back together, and failing to get it to stick to my keyboard again. Time for the gorilla glue?
Anyway... back to writing my dissertation, only this time, very carefully.
Thursday, February 28, 2013
There's no going back!
Literally: my backspace key flew off during a frenzy of dissertation writing.
Hours later, I have only succeeded in taking the entire back of the key-assembly apart, putting it back together, and failing to get it to stick to my keyboard again. Time for the gorilla glue?
Anyway... back to writing my dissertation, only this time, very carefully.
Hours later, I have only succeeded in taking the entire back of the key-assembly apart, putting it back together, and failing to get it to stick to my keyboard again. Time for the gorilla glue?
Anyway... back to writing my dissertation, only this time, very carefully.
Monday, February 18, 2013
Six years!
It's really hard to wrap my mind around the fact that I've been here at UNL for almost six years now. I've been getting a little nostalgic as my defense date and subsequent graduation gets closer and closer... Today, I'm dealing with this overload of emotions by cleaning my desk and tending to my poor Pothos plant (which I have nearly killed at least once a year).
The plant was an impulse buy during my first year, and it has survived admirably even under great duress. I used to say that if I could keep this plant alive, I would make it through graduate school. So far, so good. I'm even considering starting some cuttings for some of my friends who aren't making graduating this year (but after I defend; I don't want to jinx anything by accidentally killing my plant after all).
Some of the interesting detritus on my desk right now is getting put into a "scan and toss" pile so that I can keep the happy notes, cartoons, and reminders from my friends without all the clutter.
As hard as it will be to say goodbye to Avery Hall, I'm excited to be moving on to a single-occupancy office where I can spread out my books, throw banana peels in the garbage (our office voted against this practice), and get a 20 minute catnap after lunch without having to check for office hours. Oh, and my Pothos plant, Matsumura, will enjoy having room to spread out! Because, you know, as long as I can keep this plant alive, I'm going to make it to tenure...
The plant was an impulse buy during my first year, and it has survived admirably even under great duress. I used to say that if I could keep this plant alive, I would make it through graduate school. So far, so good. I'm even considering starting some cuttings for some of my friends who aren't making graduating this year (but after I defend; I don't want to jinx anything by accidentally killing my plant after all).
Some of the interesting detritus on my desk right now is getting put into a "scan and toss" pile so that I can keep the happy notes, cartoons, and reminders from my friends without all the clutter.
As hard as it will be to say goodbye to Avery Hall, I'm excited to be moving on to a single-occupancy office where I can spread out my books, throw banana peels in the garbage (our office voted against this practice), and get a 20 minute catnap after lunch without having to check for office hours. Oh, and my Pothos plant, Matsumura, will enjoy having room to spread out! Because, you know, as long as I can keep this plant alive, I'm going to make it to tenure...
Friday, February 15, 2013
The Promising Syllabus
The Promising Syllabus - Advice - The Chronicle of Higher Education
I just accepted a job offer (first real job!), and now I'm really supposed to be finishing writing my dissertation, but instead I'm geeking out about all the fun things I want to do as a professor at a liberal arts school. First and foremost, I want to make my syllabi awesome. Thus the link above. Have any of you tried something new and different with a syllabus? Especially in math?
Friday, December 19, 2008
Math 101 - Literally!
I just turned in my semester grades for my classes this semester. This was my first time teaching College Algebra, and I have a few notes for myself for the future. I'll share some of them with you, too.
I find it helpful to tell my students that it's us versus them; my job is to present the material, help them understand it, and generally prepare them to pass the final. In a class like this, with 29 sections and 700 students, it's actually easy to make this claim. It's even easier when the final counts for 25% of their grade. I think it helps them feel like they can come to me for help, and I can suggest things like tutoring or visiting the resource center without invoking a confrontational position.
Extra-credit is a slippery slope. I want to adjust the scales if I've written a bad exam, but I don't want to fuel the sense of entitlement that many students have. A point here and there throughout the semester is fine, but I want to avoid inflating grades. When writing word problems, it helps to make them relevant. It's also more entertaining to grade an open-ended question with a "free" point for an answer. Plus, it helps make students seem like individuals when they have a chance to relate a joke or an anecdote.
I have failed to effectively communicate that although effort can help a student achieve a grade, grades are ultimately assigned based on mastery of the material. Studying doesn't mean much unless it's effective studying. I think many "mathphobic" students try to study, but they haven't learned how to study for a math course. I would like to try to address this in all future courses that I teach. I will probably distribute this material as a mini-lecture and a handout.
These are just a few of my reflections on this semester. I am curious to read my evaluations from my students!
I find it helpful to tell my students that it's us versus them; my job is to present the material, help them understand it, and generally prepare them to pass the final. In a class like this, with 29 sections and 700 students, it's actually easy to make this claim. It's even easier when the final counts for 25% of their grade. I think it helps them feel like they can come to me for help, and I can suggest things like tutoring or visiting the resource center without invoking a confrontational position.
Extra-credit is a slippery slope. I want to adjust the scales if I've written a bad exam, but I don't want to fuel the sense of entitlement that many students have. A point here and there throughout the semester is fine, but I want to avoid inflating grades. When writing word problems, it helps to make them relevant. It's also more entertaining to grade an open-ended question with a "free" point for an answer. Plus, it helps make students seem like individuals when they have a chance to relate a joke or an anecdote.
I have failed to effectively communicate that although effort can help a student achieve a grade, grades are ultimately assigned based on mastery of the material. Studying doesn't mean much unless it's effective studying. I think many "mathphobic" students try to study, but they haven't learned how to study for a math course. I would like to try to address this in all future courses that I teach. I will probably distribute this material as a mini-lecture and a handout.
These are just a few of my reflections on this semester. I am curious to read my evaluations from my students!
Saturday, December 13, 2008
Blogging again
I've decided to try--yet again--to blog. I would like this blog to focus on:
- Teaching mathematics at the college level
- Progressing from a graduate student to a full-fledged academic
- Cats, veganism, life in general (occasionally, at least--I'm human, too)
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