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Friday, August 26, 2016

I pronounce it "ih-muh-ZEH-key"

As those who actually speak Japanese have told me, it really should be "Eee-mah-zeh-key" (equal emphasis) but it's definitely NOT 'Eye-ma-zeek-key', 'Ih-mask-ee' or (don't ask me why) 'Ihm-ski'. I'm not entirely sure why it's hard for people - in my mind, my name is actually pronounced pretty much how it looks but I think the proximity of a 'z' and 'k' throws people off. Interestingly, Spanish speakers tend to be the best at pronouncing it correctly because Japanese pronunciation of vowels is similar to Spanish.

But my entire life, on the first day of a class with a new teacher (and sometimes even those I'd had before), they would start calling roll, and I would brace myself as they got closer to the I's. Many times, I could tell when they got to my name on the roster because after a Joe Holmes or Jane Howard, there would be that slight pause, at which point I'd usually just jump in and call out my name for them, and the instructor would give me a thankful smile of relief.

That was my experience for 20 years of classes and yet, for some reason, up until literally a month ago, it never occurred to me to make any particular effort to learn how to pronounce my own students' names. Even as I write that, I am horrified to admit it. And yet, ever since I began teaching, I have gone into the first day of class and called roll, simply prefacing my name-butchering with a lame, "Please forgive me for all the names I am about to mispronounce." Sometimes I would add, "Teachers have been mispronouncing my name my entire life" as if that somehow made it OK for me to do it to them. I think because it happens so often to me, although it's mildly annoying, I just don't think about it much and I just figured it wasn't a big deal. And honestly, it can be really hard to learn certain names and even when I try, I sometimes can't get it right and then I feel like I must be offending that person even more.

But in July, I was in a workshop on inclusive pedagogy and one of the facilitators was talking about the little things that instructors can do that can make a big impact in how welcome a student feels, and she mentioned learning names. She pointed out that instead of calling roll from the roster, you could go around the room and simply have students say their own names - you could even record them so you could go home and practice saying it the way THEY say it. For some reason, a huge lightbulb went off in my head - DUH! I don't need to call out their names, I could make THEM tell ME how to say their names the way they want them said!

I honestly don't know why I never thought about this before. Maybe it's because I've never had a teacher who modeled this behavior. But what if I had? What if I had had a teacher who had shown that they were making a real effort to learn my name and say it correctly? When I have come across the rare individuals who actually pronounce my name correctly right from the beginning, it always makes a (positive) impression on me but I think I'm often even more impressed with the people who get it wrong but then keep trying, keep asking me to repeat it, until they get it right. I would have really loved to have a teacher who made that kind of effort.

To be fair, I have always made an effort to learn my students' first names and I know that they notice. I have often thought it makes a difference in getting some quieter students to participate when I can call on them by name. I have to think that if I had put equal effort into learning their last names and making sure I was pronouncing both first and last names correctly, it could have made an even bigger difference, particularly for students who are at highest risk of being marginalized (such as asian international students who I have noticed tend not to talk as much in my classes).

Do you learn how to pronounce all your students' names? Any suggestions for how to do it?

Saturday, June 4, 2016

Random post-CTREE thoughts...



Just got back from CTREE – many thanks to everyone who helped make it such a success! I had some great conversations, heard some super-interesting papers, and generally got re-invigorated, not just about teaching but about economics. Some random thoughts, just to get them out of my brain:

  • In the first plenary, Susan Laury mentioned an ‘experiment’ she learned from Dirk Mateer to show gains from trade. She brings a bunch of random items to class and distributes them to a group of students and asks them to rate their happiness with the item. They then have the option to trade; once trading is complete, they again rate their happiness. Generally, total happiness should increase, showing the gains from trade alone. I just wanted to add that I do a similar activity that I got from Gail Hoyt but in that version, you make ‘tickets’ for a range of events (like concerts or sports events) and give those to the students, and I ask them to state their willingness to pay for the ticket they get. I particularly like that version since you can get a laugh from having tickets for events like Muppets on Ice or Monster Truck Mania.
  • Next year there really needs to be a hand-on workshop on how to DO Team-Based Learning (if anyone is curious, I’ve written all about my TBL experience in a series of posts back in 2012).
  • Rush hour traffic in Atlanta really sucks! But the MARTA train is great.
  • In the Thursday plenary, Thomas Nechyba talked about re-organizing the curriculum to make it easier to encourage and support undergraduate research. While I thought it must be great to be in the department at Duke, I also thought, “I can’t imagine my department ever buying that.” Maybe someday I’ll be department chair and find out…
  • I need to find out more about mindfulness in the classroom.
  • It’s super-cool that the set-up at military academies allows folks there to do truly randomized experiments. On the flip side, their students are so not my students.
  • Sam Allgood, Gail Hoyt and KimMarie McGoldrick have done a set of surveys on graduate student training that are fascinating. There is a not-really-surprising disconnect between what programs believe about the preparation of their students and what the students themselves think after they’ve been on the job a while. The depressing part is that given the departments don’t think their students need any additional training, it’s hard to see how to convince them that they’re wrong. 
  • We all really need to spend some time with the materials from the Measuring College Learning project. Wish the Econ stuff had been available last year when I was trying to get my department to rewrite our program Learning Outcomes.
The conference really gave me the shot in the arm that I've been needing. Hopefully I can keep that motivation going...

Wednesday, May 11, 2016

Still musing...

When I started this blog eight (OMG, has it really been EIGHT?!?) years ago, I didn't really have a plan - I just wanted to try out this blogging thing because I was thinking about having my students do it and figured that doing it myself would be the best way to learn how it all works. Over the years, I've largely used the blog to chronicle what I was doing in the classroom, mostly as a way of just reflecting and thinking about what was happening (I've always been a big journaler), but also with the thought that maybe by doing my thinking 'out loud', it might be helpful to someone, somewhere. Along the way, I feel like I've gotten to know many more economists who care about teaching and have felt part of a community that supports and reflects my own academic values, and I really can't express how awesome that has been!

But now I feel like I'm at a bit of a crossroads. My position as Director of SDSU's Center for Teaching and Learning has led me in a slightly different direction - I'm still thinking about teaching all the time but now it's less about teaching economics (especially since I'm in the econ classroom a lot less) and more about pedagogy in general. To be honest, I'm not entirely sure if this is the right path for me - I have always said that I don't just love to teach, I specifically love to teach economics, and I'm currently trying to figure out if I'll be able to bring the same passion to faculty development work around teaching in general. But those who follow the blog's Facebook page have seen that articles about pedagogy and college teaching in general have caught my attention lately much more than articles about applications of economics. And maybe that's OK, since I assume university economists reading this blog will still find those sorts of links useful.

But I'm trying to figure out what this new path means for this blog. I obviously haven't been as active here as I used to be and that isn't necessarily because I haven't had things I wanted to write about but more that I haven't known if they would be appropriate here. Is it 'OK' for me to write here about the issues I'm having adjusting to life as a faculty developer when that doesn't really have anything to do with teaching economics? A part of me thinks, 'hey, it's MY blog, I should write whatever I want' but another part of me feels sort of responsible to those who come here to read about teaching economics. I've thought about starting over with a whole different blog but the economist in me feels like that would, in some sense, be abandoning a really important aspect of who I am. I've thought about re-branding but, well, that just seems like a hassle.

So what to do? Is it cool if I start writing more here about my experiences as a faculty developer without worrying so much about the economics side of things? Or if that's what I want to do, should I do that somewhere else, or re-brand? Some of you have been following this blog for a while - some of you know me in real life and some only on the interwebs but either way, I'd really appreciate your thoughts...

Thursday, February 11, 2016

Teaching 'soft skills'

A recent commentary in the Chronicle suggests that "To Solve the Skills Gap in Hiring, Create Expectations in the Classroom". The author notes that employers today report larger gaps in 'soft skills' like time management, work ethic, motivation and professionalism, than in technical skills; yet, the policies adopted by many college instructors do not do much to help students develop those necessary skills. The author refers to her own policies about expecting students to arrive to class and turn in work on time, not offering extra credit, etc.

I think most instructors try to find an appropriate balance between holding students accountable for acting like adults, and understanding that sometimes, life happens. For what it's worth, I thought folks might be interested in how I handle this, at least in my upper-division writing course. In that course, I use a form of specification grading - it's not full-blown specs grading but students' grades are based on performance in three categories: grades on final drafts of papers, points on all other assignments, and "professional responsibility". I explain in the syllabus and on the first day that "professional responsibility" means fulfilling the expectations of this course in a timely and responsible fashion: 
The Professional Responsibility portion of your grade is based entirely on your ability to display good workplace behavior. In general, this means displaying the following skills:
  • Time management: attend class and submit assignments on time; notify appropriate parties when circumstances require missing class or assignments.
  • Professional communication: emails are clear, well-written and relevant; discussion in and out of class is appropriate and respectful.
  • Professional conduct: follow directions; come to class prepared and use class time effectively; demonstrate self-awareness in accepting responsibility for own choices.
Warning: The most common violations of professional responsibility are 1) failure to follow directions, 2) poorly written or irrelevant emails (for example, asking a question that is clearly already answered on Blackboard) and 3) late assignments. I will start the semester assuming that you understand what constitutes professional behavior (and we will be discussing in more detail in class on the first day). After the first instance of unacceptable professional behavior, I will notify you, usually by email. After that, each incident will cost you ten points; however, I do reserve the right to waive this penalty in certain circumstances.
So this gets factored into their grade both through points and through an absolute cut-off for missed assignments - missing more than 2 assignments will reduce their grade to the B range, regardless of their points and grades on papers, missing more than 3 drops them to the C range and missing more than 4 drops them to the D range.

I also talk to them about the grades in terms of their "job performance". That is, in most jobs, you sit down with your manager periodically to review your performance and I tell my students that since their semester grades are a signal to future employers of what to expect from them as an employee, the way I think about grades corresponds to the categories that a lot employers use for those periodic reviews:
A (4)    Excellent work, worthy of bonus and promotion
B (3)    Good work, shows potential
C (2)    Meets basic requirements
D (1)    Needs significant improvement
F (0)    Unacceptable

This also helps me make the point that they should not expect an A or even a B for just showing up and doing all the work - that's what they are expected to do. A higher grade requires they show that they can do good work and go the extra mile. I think literally putting into terms that corresponds to a job makes sense to students, especially given that so many of my students see school as just a means to the end of getting a good job.

What do you do to help students develop these 'soft skills'?

Wednesday, January 20, 2016

Dealing with mobile devices

The SDSU Center for Teaching and Learning finally has a new website and I have to say hallelujah! It seems like a small thing but as someone who spends a lot of time on the Web, the old site was sooooo painful to deal with. But we've now moved to Wordpress so there's a blogging feature, which means I can tag stuff and people can actually find it, and there are cool plug-ins to deal with stuff like the events calendar and faculty profiles. Yeehaw!

One of the challenges of moving to the new site is that I've been killing myself to get content on the site so there's actually something there worth looking at. Before we went live, I added a bunch of back-dated posts for old events, but I also am trying to create content that is actually useful for instructors who want to know more about some specific topic. Given the wealth of information that already exists, I'm mostly curating links from other places but also trying to highlight 'best practices' and provide some guidance for people who may not have thought about these things much before. I'll be adding these topic pages over time and since they are mostly things of general interest to anyone who cares about teaching, I'll likely cross post here.

I just added a page today on 'dealing with mobile devices in the classroom', following a CTL event we had on this topic last week. Go take a look and let me know if there's anything I should add... Regular readers of this blog already know I like to use cell phones as clickers, but I thought it was interesting that at last week's event, one of the suggestions that no one seemed to have heard before was the idea of breaking for a 'tech check' - that is, if you are going to restrict device use, it can be helpful to let students know you will stop periodically to allow them to check their phones. Not only can this alleviate the anxiety students might have about putting their devices away, for those who mostly lecture, it can be a reminder to break up lectures into smaller chunks (which, if you're going to lecture, is definitely a good idea!). Anyone have other suggestions for dealing with mobile devices in the classroom?

Sunday, January 17, 2016

What kind of teacher are you?

I'm "teaching" a new "class" this semester - the quotes are because the "class" is a faculty seminar and it's really more like I'm 'facilitating' than 'teaching'. But the work I'm putting into it feels very much like prepping a course and I had forgotten how much work this is! The seminar is on "High-Impact Teaching", which is really just a term I made up, mostly to appeal to those in my administration who are all about High-Impact Practices, and which I am using to encompass scholarly teaching and using evidence-based pedagogy (if anyone is interested, the details are here).

Anyway, the first meeting was Thursday and in preparation, the participants were asked to complete the Teaching Perspectives Inventory (TPI) and the Teaching Goals Inventory (TGI). I thought I'd share these tools with you all because I think these are both really interesting tools for thinking about who you are as a teacher. The items on the TGI measure your affinity for one of five perspectives: Transmission, Apprenticeship, Developmental, Nurturing and Social Reform; what I found particularly interesting was the breakdown of Beliefs, Intentions and Actions within each perspective. The idea is that no one perspective is "best" - it's just useful to better understand whether what you think you are doing actually lines up with what you want to be doing and what you believe is important. The TGI is similar but breaks things down a little differently and focuses more on the goals you believe are more or less important.

I wasn't particularly surprised that I scored highest on the Apprenticeship and Developmental perspectives on the TPI, which is also consistent with my highest rating on the TGI falling in the cluster emphasizing 'Higher Order Thinking Skills'. But I am not sure what to make of the fact that my average rating on the TGI was lowest in the cluster representing 'Liberal Arts and Academic Values'...

If you've never used done this sort of self-evaluation, I'm curious what you think of your results. Feel free to come share in the comments!
 

Thursday, January 7, 2016

Love 'em, hate 'em

Economists, that is. For the first time in a couple years, I attended the ASSAs, and for the first time in even more years, I interacted with some economists who are not involved with either ed policy (my research home) or teaching. Ugh, lesson learned. I had somehow forgotten that the majority of people in this discipline (or at least, the majority of those who go to the ASSAs) are white male blowhards who actually think all the math they make grad students do is useful (NOTE: I am totally not talking about YOU, awesome person who reads my blog - I am absolutely certain that no one who is a math-obsessed blowhard would find my blog remotely interesting :-)).

I guess I should take it as reassuring that I managed to forget what the 'typical economist' is like; certainly 20 years ago, when I was in my grad program at Wisconsin, I was very, VERY aware of it. But ed policy is one of those applied micro fields that is pretty equally gender balanced (particularly at the Association of Education Finance and Policy, my research home, which attracts both economists and ed school people), not to mention attracting economists who actually understand market failures and who are interested in social justice; similarly, econ ed is also quite gender-balanced, and most people interested in teaching are also interested in (or at least aware of) diversity issues. And economists interested in teaching tend to recognize that making mathematical models as complicated as possible is NOT the way to turn on undergrads to the awesomeness of our subject. So over the years, I've managed to insulate myself from many of the aspects of this discipline that I hate and the fact that I could do that does give me hope.

But the reality that struck me at the conference is that in many ways, the discipline hasn't changed at all in 20 years (longer - I read Colander's Making of an Economist in the early 90's) and that makes me despair a bit. How can we ever really move the needle of public perceptions (and misconceptions) about our field if those at the leading econ programs can't even recognize or admit there is anything wrong with what they are doing? Graduate school, in any field, is an indoctrination process so those who survive tend to have an inherent interest in defending and sustaining what they have been taught; although people who think differently might be able to find each other in the aftermath, it's hard to see how the cycle itself can be disrupted on a large scale.

That doesn't mean I'm throwing in the towel and will now start teaching all my classes with calculus and no intuition. I do think there have been small changes - when I tell people I'm an economist, one in three might now mention Freakonomics instead of the stock market or GDP, and many fewer seem to be surprised that an economist is working on education policy. And the growing number of economists interested in teaching is awesome. So I can't despair completely. And maybe it's good to be reminded every once in a while that there IS still much work to be done - maybe it will even motivate me to blog a little more often :-)...

Am I wrong? Has economics changed more than I think it has?