This post from BoingBoing about scientists dancing their dissertations reminded me that I really need to doodle my dissertation.
When I doodled my MA thesis in 2006 (see below), kind of as a joke, the doodle actually helped me develop the elevator-pitch version of my thesis (and then ultimately to write it). So, I plan to doodle my dissertation before I start working on it in earnest.
But for now, I challenge my current thesis- and diss-writing friends to doodle their work. Not illustrate, but doodle it. And then post it on your respective blogs/Facebook pages.
[click to embiggen]
Tagged with: personal
Posted in Academics
When I started teaching college students, nigh on two and a half years ago, I didn’t really know what I was doing (not that I especially know now). I wasn’t a particularly great college student as an undergrad, and that was 1989-1992 anyway (meaning: little recollection of specifics), so pedagogical examples to draw upon were limited to those profs in my MA program. Luckily, I had quickly learned just who I wanted to emulate and who I very specifically did not. Those in the “do not emulate” list were those who were hell-bent on pushing their own scholarly agenda to the detriment of our own scholarly development, or who wanted to lead us toward “the right answer” with little regard for students gaining or practicing the skills to determine “the right answer” or to realize that there isn’t really a “right answer” anyway. Not a big fan of that.
Although at SJSU I was only teaching the first semester of a two-semester Freshman composition sequence, in which students wrote eight essays in various rhetorical modes (narrative, descriptive, compare-and-contrast, etc.), I still didn’t want to be That Instructor—the one who “made” students write on certain topics or in a certain style or with a certain point of view (unless that was the assignment, like “argue the side of X, then argue the side of Y”). For each essay, students had two or three prompts to choose from and could argue for one of their own if they so chose. I didn’t feel the need to bring hot-button issues into the classroom just for the sake of doing so. What would have been the point of discussing, say, gay marriage during the unit on description? This is not to say that if conversation strayed toward controversial issues I stopped it—I didn’t—but we didn’t really stray into that territory. Everyone was focused on mastering pesky things like thesis statements and commas.
I started teaching around the same time that Michael Bérubé’s What’s Liberal About the Liberal Arts?: Classroom Politics and “Bias” in Higher Education was published, and I snapped that up immediately because a) it sounded good and useful, b) I’ve always liked Bérubé’s blog and c) he’s Michael Bérubé. I mean, come on. We should all know a little bit about “Dangeral Studies,” shouldn’t we? Anyway, between the profs I trusted, and examples of classroom interaction seen throughout Bérubé’s book, I felt confident that my gut instinct wasn’t a wrong one—if I was to be a decent teacher, I had to be as politically noncommittal in the classroom as possible, and it would be possible because what exactly do my personal politics have to do with thesis statements and essay organization? Nothing.
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Tagged with: pedagogy
Posted in Teaching