November 15, 2010, 9:17 pm
This morning as I was driving in to work, I got to thinking: Could I teach my courses without all the technology I use? As in, just me, my students, and a chalk/whiteboard with chalk/markers? As I pulled in to the college, I thought: Sure I could. It just wouldn’t be as good or fun without the tech.
Little did I know, today would be centered around living that theory out:
- I planned a Keynote presentation with clicker questions to teach the section on antiderivatives in Calculus. As soon as I tried to get the clickers going, I realized the little USB receiver wasn’t working. Turns out, updating Mac OS X to v10.6.5 breaks the software that runs the receiver. Clicker questions for this morning: Out the window. Hopefully I’ll find a useable laptop for tomorrow, when I’m using even more clicker questions.
- Also in calculus, the laptop inexplicably went into presenter mode when I tried to…
October 16, 2010, 1:47 pm
This post at ProfHacker reminded me to write about something I’m trying this semester in my calculus classes (the only freshman-level class I have right now). I’m giving not one but four course evaluations during the semester. I’ve given midterm evaluations on occasion in the past, but it seemed to me that even twice a semester isn’t really enough. So, I’m giving evaluations at the end of the third, sixth, ninth, and twelfth weeks of the semester.
The first three of these are informal and very loosely structured. They each have three basic questions:
- What do you LOVE about this course?
- What do you HATE about this course?
- If you could change ONE THING about this course, what would it be?
The 6- and 9-week evaluations have two additional questions: What’s changed for the BETTER since the last evaluation? and What’s changed for the WORSE since the last evaluation? In week 12,…
June 14, 2010, 7:36 am
It used to be, in graduate school and in my early career, that I really couldn’t get any serious work done unless I had large, uninterrupted slabs of time to work with. I had to have 3-4 straight hours, at least, if I wanted to read a journal article, work on research, or get grading done.
But increasingly, it seems like, in my work at a small liberal arts college, this ideal of monolithic slabs of time with which to work has become unlikely. There’s always the out-of-nowhere fire to put out, the meeting that gets scheduled in the middle of a big block of time, the unexpected student dropping by, and so on. Having kids makes the fragmentation of time even more common and pronounced.
However, I’ve noticed something since being mostly at home with my 6-, 4-, and 1-year olds this summer so far: Not only can I count on frequent interruptions if I try to sit down and work on things, I…
February 8, 2010, 7:00 am
I’m doing some research, if you can call it that, right now that involves looking at past editions of popular and/or influential calculus books to track the evolution of how certain concepts are developed and presented. I’ll have a lot to say on this if I ever get anywhere with it. But in the course of reading, I have been struck with how little some books change over the course of several editions. For example, the classic Stewart text has retained the exact wording and presentation in its section on concavity in every edition since the first, which was released in the mid-80′s. There’s nothing wrong with sticking with a particular way of doing things, if it works; but you have to ask yourself, does it really work? And if so, why are we now on the sixth edition of the book? I know that books need refreshing from time to time, but five times in 15…
February 6, 2010, 7:26 am
Classes started for us this week. It’s gotten me thinking about what profs do on the first day of class and their overall concepts for how to approach the first few days of a class, where students form those crucial first impressions about the course and the instructor. Here’s my overall approach:
- I prefer a quick, energetic launch directly into the course material. I spend maybe the first 7-10 minutes on course structure. Then we start right into the course content through a lecture/activity combination.
- To help with the first point, I will often create screencasts for some of the course management stuff (like this screencast for how to navigate Moodle) and email students the links to these, often before the first class meets.
- I do not go in for icebreakers, get-to-know-you activities, exercises intended to discover students Myers-Briggs types or learning styles, or any of that. Not…
January 13, 2010, 7:30 am
John Cook shared this interesting article on Twitter the other day. It lists 25 great thinkers and their daily rituals. This got me thinking about my daily routine, the little rituals that I observe, and how the rhythms of a routine help me find balance, stability, and productivity in my life and work. I’ve seen the value of a routine through my kids (ages 6, 4, and 1), who early on needed routines to help them learn day from night and know when to eat and nap, and who still need to stick to a routine or else become incorrigible.
While having three kids this young makes routines and rituals more a matter of probability than anything and routines hard to follow, there are a few rituals I like to keep around no matter what happens:
- I get up at 5:00, and from 5:30-6:15 I do Matins from the Treasury of Daily Prayer, eat breakfast, and get all the stuff the kids need for school that day as…
January 1, 2010, 6:00 am
This post is a rerun from December 2008, which was itself a re-posting from an article I wrote for the Young Mathematicians’ Network. If you’re headed to the Joint Mathematics Meetings this month to interview for academic positions, or if you’re one of the lucky ones who have already lined up a job for next year, or if you just want some ideas for New Year’s resolutions about money management, maybe this will fit the bill. Enjoy, and Happy New Year.
Right now, if you are on the job market, you are thinking of two, maybe three things. The top attention-getter, if you’re in graduate school, is getting your thesis done. Next down the list, you’re probably wondering what all those search committees are thinking, particularly what they are thinking of you and where they put you in the pack of applicants for their positions. And third, you might be thinking about the
October 3, 2008, 7:46 pm
After trying either to live without Jott or to use an alternative speech-to-text service like reQall (which seemed very unwieldy to me), I finally decided to go back and give the new, for-profit version of Jott a spin. And actually, it’s fine.
The service is still the same — you call 866-JOTT-123 and leave a message, and Jott transcribes it to text — and it appears to work just as well as it used to (which isn’t always so great, depending on the signal strength and your enunciation skills). What made Jott the killer app for me, before it went out of beta, was that the text transcription of voice messages was sent directly to GMail. (Or your choice of several other links.) Some of the links from Jott to the rest of the web are still free (such as Twitter) but the others, particularly all the Google apps, are “premium links” which you can have for $3.95 a month. Having to go to a web…
September 29, 2008, 6:20 am
This is the third installment of Monday GTD Moment, where I take a post to blog about Getting Things Done and how it applies in an academic setting. If you’re unfamiliar with GTD, here’s a good overview, and make sure to read David Allen’s book that started it all.
Last week I wrote about grading and GTD. I noted that grading is kind of a poor fit in traditional GTD. A prof can grade anywhere, so the idea of contexts fits awkwardly; and grading “tasks” are usually projects, although we think of them as tasks and although the next actions contained in those projects are usually nothing more than smaller projects. GTD wasn’t really made for the academic profession, and so the staple activities of academics don’t often fit well.
Another area similar to grading in its relatively poor fit within the canonical GTD philosophy is research, or more generally scholarship. By “scholarship” …