• October 1, 2016

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October 01, 2016, 6:24:25 pm *
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 1 
 on: Today at 06:22:56 pm 
Started by Willis_Tegu - Last post by bacardiandlime
Not if you want to make the final round.

 2 
 on: Today at 06:14:48 pm 
Started by dfsn1029 - Last post by dfsn1029
after Towell was knocked down by

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 3 
 on: Today at 06:09:39 pm 
Started by sammyj - Last post by goaswerfraiejen
I pretty much always include the whole teaching portfolio when asked to submit evidence of teaching effectiveness. In your case, I would only do that if, as nescafe says, the part of the ad that details what you need to submit explicitly mentions evidence of teaching effectiveness.

 4 
 on: Today at 06:05:44 pm 
Started by chil2356 - Last post by shrek
I tell my students to start writing the minute they run the first statistical analysis. And to write every day. Usually I have them start with methods, then results. And then go back to the intro (which should already be written) and revise it and then the discussion.  Then cut it down to something readable.

 5 
 on: Today at 05:53:49 pm 
Started by chil2356 - Last post by chil2356
Hello all,

My question was generally about the dissertation that I am currently working on. I have done a significant amount of research over the past few months, however, I am not sure if I should still be researching, or whether I should start putting down everything I have gathered into a first draft. What are the questions I should ask myself, and what should I be able to do with my knowledge before I actually start writing?

Thanks everyone!

 6 
 on: Today at 05:47:29 pm 
Started by Willis_Tegu - Last post by systeme_d_
I think it would come off as too confrontational in a phone interview, and folks on the SC might feel put on the spot.  

Phone interviews are screening interviews in my field, and those being interviewed by phone should be focusing on trying to make it through to the next stage, not on making a decision about whether they really want that job.  So that function of phone interviews is certainly influencing my perception of that question.

I could see asking that question on campus in certain situations, though.

(Fwiw, I am a veteran of many search committees, the majority of which were in my own field, and one that was rather far outside of it.)

 7 
 on: Today at 05:43:18 pm 
Started by johnr - Last post by libwitch
I had my mother and grandmothers' library card numbers memorized -- we all read the same books at our public library, so that made it easier for me to figure out if I had read a book (pull out the check out card, scan the numbers...)  As a librarian now, that makes me kind of cringe.

My university library still has a large and actively used microform collection.  Not loved, but used. 

What I miss using with regularity are print indexes to journals -- and working with people that remember using them is a joy because it makes showing the finer points of database searching much easier!

Some of us are clearly the same generation -- the dot matrix printers, discovering Wordstar, SSNs doubling as student ID numbers, phone books, doing registration in a large auditorium, etc.

A few things haven't been mentioned yet:

"Call after 11; the rates are cheaper!"
The joy and smell of card catalogs
Checking books out before bar codes
F*cking microfiche
Shepardizing cases by hand all the way up through and including the pocket parts
Going to the bank to deposit a paycheck or cash a check to get cash


 8 
 on: Today at 05:39:05 pm 
Started by cdiddle - Last post by caracal
"Traditional undergraduate education" is not what I am talking about.

If I am working a minimum wage job at the local Burger Barn--the kind where an assistant manager can change your assignment on a moment's notice--I will, of course, raise hell (with administrators, the president, whomever else) if I have to choose between my paltry livelihood and a field trip.

I have been a harda$$ for the 34 years I have been teaching, but I am not putting working class students in a terrible bind because of an unpredictable work issue or a death in the family or a kid getting sick.

I think this is the thing and I think it applies pretty well to tests, class attendance, whatever. If you try to enforce really strict policies about students having to be somewhere with only limited exceptions you are

a. going to risk penalizing students who have complicated lives but are doing their best and
b going to drive yourself crazy trying to figure out under what circumstances something is excused.

If you just have policies with some leeway your life will be much better and you will like your students more. It also puts the responsibility back on them if you can say "ok, stu, too bad about the work thing, that just means you will have to do x thing that is more trouble than going on the field."

 9 
 on: Today at 05:10:41 pm 
Started by cdiddle - Last post by drgrieves
"Traditional undergraduate education" is not what I am talking about.

If I am working a minimum wage job at the local Burger Barn--the kind where an assistant manager can change your assignment on a moment's notice--I will, of course, raise hell (with administrators, the president, whomever else) if I have to choose between my paltry livelihood and a field trip.

I have been a harda$$ for the 34 years I have been teaching, but I am not putting working class students in a terrible bind because of an unpredictable work issue or a death in the family or a kid getting sick.

 10 
 on: Today at 04:50:01 pm 
Started by Willis_Tegu - Last post by Willis_Tegu
During a phone interview, you always have time to ask your own questions.  I'm wondering how it would be received if one were to ask a two part question - "What is the best, and worst thing about your Department/College etc.?"  I think it is a fair question if you are considering moving to a new position, but it might sound like throwing back at them a variation of one of their own questions - e.g., What is your biggest weakness, or others.  Curious for your thoughts.

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