Current Project: Taking, Talking, and Thinking Through Career Development

I made this graphic in Canva. 

Recently I had the pleasure of joining current and former graduate students from the UIUC Department of History to discuss my experiences with career diversity and my embrace of a non-tenure track career path. Teaching can play a critical role in that path, as teaching is often (though not always) the first chance that many graduate students get to apply their skills in a different way than their writing and research, and to something that often feels like a space more within their control and more akin to "paid employment" than other aspects of their lives and work. 

  

Because of this connection between teaching and career development, I wanted to reflect today on some takeaways of that session, particularly since teaching is instrumental to that story. I've divided these into three key topics (as you may have guessed from the graphic): mindsets that in hindsight I found to be the most helpful things I did without always knowing that's what I was doing. 

A note that most of these observations are for people thinking about their place on this path, not for the people who organize graduate programs, except insofar as those people might well take the idea from this to emphasize creating space and opportunity for these things to take place. The reason why is twofold; first, this was my experience, and I can speak to it better than just about anything else. Second, at the end of the day, I am fairly aware of who makes up my readership (friends, current and former graduate students, and some of my former students, hello!), and no one is more capable, more interested, or more qualified to make the kind of decisions I made, wish I made, wish I'd made more often and in more ways, than you are. 

 

Take

 

Lots of people talk about the "tenure-track academia" path and the "not that" path as two separate ones, but there was really never a "two roads diverged in the wood and I" moment for me.* During the course of our conversation, I concocted a somewhat tortured but nevertheless illustrative metaphor about the journey. For me, deciding to go to gradschool was a bit like going to the store for apples. I knew that I was going to go in and come out with apples-- or, as a professor. As I started moving through the aisles, though, I started grabbing some other things, and realized by the end that I had a basket filled with a lot of things, which I could use in service of a lot of different goals. And every time I grabbed an extra thing to put in that basket-- that is, developed a new interest, took on a job or volunteered to do a task-- I didn't do it with a perfect grand plan in mind. It came from following my interests, trying things that sounded interesting and that I wanted to know more about. In short, you don't have to make a large decision to pursue keeping your options open-- you just have to take things and put them in your basket, knowing they might give you options later.

Talk

 

Networking isn't schmoozing, it's reciprocal and thus is tied with knowing the value of your labor. Alison Green has pointed this out in many ways on Ask a Manager, and the topic came up in our conversation as well. When someone is in dire need of a job, it can be hard for them to see the other person as a person rather than as an opportunity-dispensing machine. But most folks I know are actually interested in other people! So, approach your talk with mutual gain in mind. Most people love to know that something from their experience helped you. And if you know the value of your labor, you'll know that it can incredibly helpful for someone to be able to say, soon or far in the future, "oh yes, I know someone who might be able to fill that position/consult on that work/ direct that project." But it probably isn't something they can do immediately-- networking in this way is setting yourself up for the potential future, just the way the opportunities you put into your grocery basket are. Most folks don't have the power to just pick you up and slot you into a job, and if it worked that way it would be even more unfair than the process often is currently. It's like any other relationship you build with another human: you can't rush trust, comfort, or intimacy. You have to build it with small bits of evidence about your interests, skills, and work style. 

That also means networking doesn't have to be overly complicated or awkward. For me, networking was volunteering a couple of hours of my life to keep time during the university's teaching assistant orientation's microteaching sessions. It was joining a professional organization in a field I was interested in and attending a virtual event. It was scheduling a meeting with a graduate career advisor who introduced me to someone in a field I was interested in. It was doing a couple of informational interviews with various people who were, uniformly, happy to talk to someone about what they do. Even the things that I didn’t want to do, ultimately, were helpful. Some of the useful information I got from informational interviews was "well, I don't want to do that!" So, talk-- to anyone and everyone who knows something about something you think you might like to know more about. 

 

Think

Teaching skills-- like all skills-- can stand you in good stead in many markets, but you have to actually think about how you are doing it and why. Unfortunately, many graduate students do not feel encouraged to do this reflective work, at least in my experience and my conversations with others. They are instead told to go and do what is necessary to keep their funding and get through the semester, but they are not encouraged to develop pedagogically beyond what is "always done." As unfair as this may be, this means that most have to use the opportunities they have to make this sort of experience count through their own initiative, as rarely will anyone scaffold this particularly well for you. Going into class and telling students "discuss the reading" will not provide useful experience for you; nor will putting lots of effort into things without reflection, like painstakingly writing the same three wordy comments on every essay. 

This doesn't mean you need to agonize over every lesson or reinvent the wheel every time you open your Zoom window/classroom door/Canvas course. Instead, I suggest finding one topic, idea, or objective you want to emphasize the next time you teach and really think about how best to do so: do some research on how others have taught similar ideas, create a novel activity or assessment, and talk to your most pedagogically-minded colleagues about what you're planning, how it went, and what they do in their own courses. In doing so, you'll have created an example that you can forever use as an indication of your teaching style and your work style.

I hope take, talk, and think are as useful to you as they have been to me. And of course, you're always welcome to take from (the archives of Activities and Materials are open for your perusal!), talk to (contact info is on the right sidebar!), and think along with me. 

Notes:

*Not especially a huge Robert Frost person, but I always find myself quoting him in writing; just like experiences, I often throw little bits of language that strike me into "my basket" for later. (My favorite which I slipped into my dissertation is "Home is the place where, when you have to go there,/They have to take you in.")

Current Project: April is the CITL-est Month

A computer keyboard. By Sergi Cabrera via Unsplash. 

This month has been a cavalcade of new experiences; with the challenges of new remote pedagogies have come new opportunities to engage with pedagogy. My work for the Center for Innovation in Teaching & Learning on the UIUC has been particularly eventful and eclectic, and so I thought it might be useful to readers to talk a bit about what doing this work has looked like for me-- particularly if you're interested in doing this kind of work yourself! This isn't everything I've done-- there's some behind-the-scenes research elements as well-- but it does give a few of the highlights. 

I began the month observing virtual lessons on Zoom. I regularly visited the classrooms of graduate instructors before the pandemic, sitting through a lesson and debriefing with them afterward on their teaching goals and approaches. These observations and participants' written reflections on them are a critical part of their applications for several different CITL teaching certificates. With the deadline for this year's crop of applications fast approaching, many applicants still needed an observation on the books, and opted to have real or mock sections observed via Zoom. It was great to see these teachers adapt, using the technologies available in ways that gave me great examples of how to make active learning and community building in a class more possible in these odd times. Mid-month, observations dried up as the deadline for certificate application approached. I then had the surprisingly enjoyable task of reviewing some of these applications, ensuring all requirements had been completed and commenting on the essays and teaching statements that graduate instructors had submitted as part of their applications. 

I also led the last IFLEX TA Gathering for the year, a meeting designed for graduate students interested in active learning and active learning classrooms to have a place to share ideas, build connections, and learn about helpful resources. April's meeting was our first virtual event, and although there were no snacks like we usually have, we still managed to tackle the shift to remote teaching and add a few more slides to our IFLEX TA resource deck. We have been gathering the ideas and resources discussed each month so that they can be available to those who are unable to attend every meeting as well as revisitable by those who were there. 

Finally, I had the pleasure of contributing a mini-book review (with great and helpful edits by Ava Wolf) to the CITL newsletter, on Teaching for Learning: 101 Intentionally Designed Educational Activities to Put Students on the Path to Success. (Incidentally, if you're part of the UIUC community and have any interest in doing a similar sort of review for a book or article on pedagogy, drop me a line and I'll get you in touch). 

I would be remiss not to note the more challenging parts of the month, but doing this work has made the chaos of it all seem a bit more bearable.

How is your digital research, teaching, working, and socializing going? Let me know if you'd like! 

NB: I hope you are all doing well in this stressful time. If any of you self-quarantining find yourself with more time at home than usual on your hands, want to share any of your struggles and triumphs of pivoting to remote education, or have questions or topics you'd like me to address, I'd love to feature your guest posts and/or answer your questions. 

Enough About Me: Social Networks as Teaching Support

Table laden with laptops, phones, and stationery items. By Marvin Meyer on Unsplash.

There are a few really good gifts we can give ourselves in life, and one of them is learning how and when to seek out advice. Social media offers a lot of opportunities to do this with relatively low investment: we throw our question, minor or major, out into the world and see who might be willing to try answering it.

I was inspired to think on this when both I and a colleague of mine posted teaching related questions on Facebook within a few weeks of one another. I appreciated all the suggestions for video games that deal with American history that I had received in response to my query. When fellow Illinois PhD student in History Taryn Vaughn asked a question online about helping students build vocabulary, I noticed the variety and quality of answers she received and contacted her to chat about social media as a tool for teaching support. We decided to share our thoughts in a blog post (her words are italicized throughout). Along the way, I reached out (in a Facebook status, naturally) to see what others might be moved to say on the topic. So, join us in taking a break from scrolling to consider some benefits of the Internet Ask:

It gives you variety

Personal networks are extremely powerful, and it's likely that (despite constant fretting that we all live in monocultural echo chambers) you have connections to people with a broad variety of experiences. Asking for teaching help online has the potential to draw a wider variety of respondents than you would asking around your department/workplace/family mansion, especially if you're trying to find unexpected sources or ideas. I recently used Facebook to ask about video games that deal with historical subjects for the course I'm planning and was pleasantly surprised at the flood of useful responses I received-- some from other historians, some from people I hadn't talked to since high school. Taryn appreciated this aspect of the Internet Ask: "Any of my friends or followers or what have you can see my post so I can get advice from that friend who’s studying law, from that one high school teacher I haven’t thought of in years, from that poet friend I haven’t seen in a while, all without having to specifically search them out." This variety of respondents helped me feel as though I wouldn't miss anything that would seem too glaring to the students-- I'd hate to have my class say halfway through the semester "Why didn't you pick this game for our class, it would have been perfect!" and have to respond "Uh, because I live under a rock and have never heard of that one."

The variety of respondents to a query can result in a corresponding variety in the answers offered, which can be useful not only for getting a big pool of ideas in order to pull out a few, but also for situations in which you want to be able to show students a variety of options. Kateri Smith, a foster care specialist at the Oklahoma Department of Human Services, has used social media to accumulate a variety of responses to questions she later asked as part of trainings for teenagers in foster care: "A lot of what I do is about getting kids to think in an out of the box way about big, emotional subjects like family, success, & healing. When I first created the curriculum for one of the sessions, I asked people the same questions I would later ask the teens. This gave me a great variety of answers from different demographics so I could put some on a worksheet to demonstrate how not-black-and-white the topics could be. I think it was really important that the teens could see how people from across the country of different ages, races, and backgrounds had dealt with some of the things they were feeling." Students are wide-ranging, and can benefit from an instructor's attention to and appreciation of that truth.
 

…But not too much variety

Conversely, social media appeals for information can be limited in useful ways. I've occasionally participated in a Facebook group designed for instructors who use Reacting to the Past games in their classrooms to ask questions and to share tips, which not only keeps the secret twists and turns of each game from public eyes but also connects me to people guaranteed to have at least SOME idea of what I'm talking about. Using groups can also save you some time and effort by cutting down on extraneous advice. Sarah Morice Brubaker, Assistant Professor of Theology at Phillips Theological Seminary, uses a Facebook group to post her questions in order to maximize useful suggestions and minimize unhelpful comments. "Even though not all of the suggestions offered would work in my own classes -- because of theological perspective of the school, grad v. undergrad, and other norms specific to the institution -- I find it a lot more helpful putting an appeal there than putting out an appeal to Facebook or Twitter at large. Especially Facebook. There's a small but enthusiastic share of my Facebook friends who seem derive pleasure from giving advice the way a beagle dog derives pleasure from barking. And, er, it tends not to matter to them whether they have the requisite knowledge base or experience to offer useful advice." So, for specialized questions or if you just need a few good answers, groups can be a great way to limit responses. 

Others can see it

When you put a question out into the big wide world (or the small limited group), others can also benefit from seeing the post. I think this is especially useful for making what we do as teachers reach wider audiences. It draws broader attention to the topic being discussed-- you never know who on your friends list might decide to pick up a book or check out a website because of someone's suggestion. It demystifies the teaching prep process: no, the curriculum doesn't all come out of a textbook-- we're working to make it here, together, right now! It also helps other teachers, as Taryn notes firsthand: "I’ve posted on Facebook asking for advice on a specific teaching issue in the hopes of getting a wide variety of different perspectives on the problem. Before actually posting myself, though, I also saw my other teaching friends post their own questions on Facebook. I found it really useful to read the responses that people gave them. Sometimes the questions and answers spoke to questions I already had, but had not yet asked, sometimes they spoke to issues I hadn’t even considered before, but either way, seeing what other teachers are asking and the solutions their Facebook friends provide is just as useful to me as posting a question myself."

It gives you confidence

Taryn noted something that I hadn't appreciated: perhaps paradoxically, asking others for advice in this way can help you to trust your own instincts. As she put it, "I think the most valuable thing that I’ve gotten from social media in this regard is the advice that actually confirmed ideas that I had already had. When someone recommends something that I had already considered doing, it helps me trust my own instincts as an instructor. I’ve only just started teaching and before I reached out on social media, I felt paralyzed by my own lack of experience. I had no idea what I was doing. I had ideas, sure, but how was I supposed to know if they were any good? I convinced myself that they probably weren’t. Then I asked my Facebook friends and while some pointed me to resources that I had never heard of or considered, many of my friends suggested the very ideas that had been floating around in my head. 
Furthermore, just the simple act of asking for advice helped me to start thinking of solutions to my own question. It was as if putting the question out there helped me to separate myself from the problem and view it more objectively, whereas before, my fear of personal failure had stopped me from even wanting to think about it."
 

You can ask about almost anything without figuring out who to ask

There are some times when you want specific answers to a question. What games relate to US history between 1600 and 1920? That's a pretty rigid boundary. But other times, you're thinking broadly, or you're not sure what kind of responses you want. Maybe you want to get a sense of what other people think about a topic or a genre of thing. Maybe you have a question for which you know there is no solid, single answer, or maybe it's on a topic that you know so little of that you don't even know who might know of good answers.

None of that matters in the Internet Ask! It's your rodeo. Ask away. Any of these kinds of questions have the potential to be answered. Taryn notes that she thinks she'll continue to use social media for teaching questions and may in the future expand from more specific queries to murkier, harder-to-approach questions: "The last time I was looking for resources (like apps or websites) and/or class activities to help students improve their vocabulary. What I didn’t ask in my last post, but what I think I’ll ask about in my next one if I can figure out how to word the question, is how to structure a class that I myself will be comfortable leading. Newbie that I am, I’m not really sure what my teaching style will or should be when I attempt for the first time to teach history. It’s not simply that I’m not sure how to help my future students understand the material (though that is certainly one of my concerns). My question is: how can a pretty introverted and shy person like me engage students without exhausting my limited social endurance? How do I structure a class that draws on my strengths instead of preying on my weaknesses? I want to teach in a way that’s sustainable for me, and in a way that allows both outgoing and shy students to learn and participate."
 

It can lead you in directions you didn't expect

I'll conclude with a brief recounting of both my and Taryn's experiences at seeking teaching advice from social media, which should illustrate the broad pathways for action that this can open and reinforce some of the other benefits mentioned above.

When I asked for video games, I got suggestions from a wide variety of comers. I looked up several of these and decided to add one or two to my syllabus (it's still in flux, as it will be until the moment of truth on day 1, probably-- there's always something that could be BETTER, right?). However, another of the suggestions I hadn't yet played. Assassin's Creed III had been on my Steam wishlist for some time, but it had not been on sale. I had already been in touch with a librarian about the gaming initiative for the final game of the course, Valiant Hearts. So I was aware of the existence of the gaming center, but hadn't yet been down there. My curiosity led me to find the disc (on a separate floor of the library); bring it back to the gaming center; check out the key to the gaming center, the Xbox controller, and the headphones; put it all together-- and sit and wait for the Xbox to download some necessary piece of the game. I never did get to play Assassin's Creed III that day. But I did learn how to use the gaming center, and prepare students for any issues that might arise when they try to use it to play Valiant Hearts or any other games I might assign in future. (And Assassin's Creed III went on sale on Steam just a few weeks later-- kismet!) Even though I likely won't assign that particular game due to time constraints, the suggestion led me in a helpful direction that I couldn't have predicted.
 
Says Taryn: "The last time I asked for advice on social media, I was able to cobble together a workable teaching style from the varied advice I got. I had asked about vocabulary building and most of my friends stressed the importance of context. Students need to see words in context, they need to use words in context. One of my Facebook friends, who also stressed the need for context, is a Spanish teacher at my former high school. When he commented on my post it reminded me of the Spanish class I took in my junior year of high school. Every day our teacher would come to class with a list of vocabulary words or structures (phrases that highlighted different grammatical rules) and we would use them to make up stories. Each student would get a turn to speak and sentence by sentence, we would create a story, usually ridiculous, using the vocabulary for the day.
 
I decided to take that strategy and modify it for my own purposes. Instead of a spoken exercise, like it had been in my Spanish class, I turned it into a written one. I made note of the words that my students had difficulty with, and the next day I came with a list of words, announcing that we would write stories, no matter how ridiculous, using that day’s vocabulary. I wrote too, [which] allowed me to warm up each day to the prospect of speaking in front of a crowd because writing and reading my own silly stories for them was somehow less terrifying than just talking. It allowed me to show them my personality and allowed them to show me theirs. It gave the outgoing ones a chance to share and the shy ones a chance to participate without exposing themselves to scrutiny. And it was everyone’s favorite class activity.
 
I never would have thought to do it if my high school teacher hadn’t commented on my post, and I never would have thought to ask him for advice otherwise… the fact that social media allows you to address many different people from many different backgrounds all at once is its biggest strength. If I had limited myself to what I could pick up in the TA office, I wouldn’t have hit on a strategy that suited both me and my students."

Have you used social media to help your teaching, or have you learned anything from others' queries?