Original Inside Higher Ed article can be found here.
When it comes to academic conferences, it seems most of us belong to one of two groups. The first is the research poster group, which has conversations with other scholars with the help of a visual aid. The second is the panel of papers group, where each panelist prepares a 20- to 25-minute presentation and then a discussant or moderator takes questions from the audience.
My research and my field generally belong to the latter group. Until very recently, I have ascribed to the common practice of writing an eight-page paper and simply reading it for the attendees. But that all changed a couple of months ago. Continue reading
This time a year ago, I finished my degree and headed into the summer unsure of what to do with myself. It was only in hindsight that I thought critically about how to invest one’s time and energy over the summer. (Those thoughts are documented here.) This year, I’m taking a more proactive approach and creating a plan for the summer before it begins. Here, I describe the decisions I’ve made in terms of my teaching, structuring my time for research, and reading for professional enrichment. Continue reading
In a previous article, “Prepping a Course I’ve Never Taught Before,” I wrote how I decided to engage my students in a semester-long project that would expose them to research in my field. My thought process was that I want students to see that higher education is about learning to ask meaningful questions and solving the puzzles that are absent from their textbook. In this essay, I will elaborate on my approach for teaching research, and offer some tools and suggestions for doing so. Continue reading
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Adapted from: Whalen, S. “Rubric from Contemporary Health Issues Research Paper”
Original article available on InsideHigherEd.com
In my department, the courses that I get to teach depend heavily on registration. Some of the course offerings that fulfill general education requirements are stable from semester to semester; others that cater to students who seek a major or minor in my field fluctuate significantly.
This spring, my department chair asked me if I’d be willing to teach a specific course this fall because our department needed to offer it and there really wasn’t anyone else to teach it. The course already existed in the university course catalog, and the faculty member who has taught it has now left the university. It is outside of my area, but I’m agreeing to do it anyway. As far as a starting point goes, I don’t have much, and the course title means very little to me.
Therefore, I’m working through how to prep a course that is outside my area of expertise, that I’ve never previously taught and that, to be honest, I would never have suggested offering in the first place. I’ve decided to take on the challenge by asking myself a series of key questions. Continue reading
February and March seem to be popular months for campus visits. The semester is back in full-swing after a timeout for the holiday break and search committees are back on task, finding the new hire who will show up to their department Aug. 1.
If there’s one thing I’ve learned about campus visits (I’ve had a handful, but I include the anecdotal evidence of others in my data points), it’s that they are unpredictable. It’s hard to set specific expectations or draw conclusions. That said, candidates can do a few things to be prepared for the unexpected. And search committees can do a few things to help candidates mitigate the instability of the visit. Continue reading