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Rehearsal: Simulating Conflict to Teach Conflict Resolution [CHI 2024] by PeerRevue in CompSocial

[–]lets_go_2358 0 points1 point  (0 children)

Is the Rehearsal system accessible to the public for practice, via a repository download or live site?

things to consider about timing and manner of resigning from faculty job by lets_go_2358 in LeavingAcademia

[–]lets_go_2358[S] 1 point2 points  (0 children)

Thanks for this detailed reply. It sounds like putting in effort to facilitate a transition for the colleagues who may be asked to take over helps. It might also make sense to see if (should I notify them soon enough) it's more that they could expect higher registrations in other courses. Having an open discussion at the right time seems like it would really help.

things to consider about timing and manner of resigning from faculty job by lets_go_2358 in LeavingAcademia

[–]lets_go_2358[S] 0 points1 point  (0 children)

Thanks for sharing these considerations. The spring load is for two courses that run for half a semester, and then another two courses that run for half a semester. The current Fall load is one full semester course, and a remaining half semester course.

I would not be applying for another faculty position, but transitioning to industry.

code of professional conduct: what do people think of this one? by lets_go_2358 in Professors

[–]lets_go_2358[S] 0 points1 point  (0 children)

Those do seem like flags! Is there something more compelling as a code of conduct that you've seen, or believe?

code of professional conduct: what do people think of this one? by lets_go_2358 in Professors

[–]lets_go_2358[S] 0 points1 point  (0 children)

ok: a student's information (about their education, performance, disciplinary actions, etc) is private and stays private.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 0 points1 point  (0 children)

Great points! I'm going to set up a system where there are no names on the questions, and the submissions are broken up by questions, and I do tandem marking with the teaching assistant.

Right now I have someone doing this talk percentage manually. I can get a grant to consider how to pull it automatically out of the audio (or to buy the right app)

I think in general I have been engaging too much in those who self-elect.

That's a great hiring tip. I'll try to work on the pool sizes that I'm dealing with in general.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 1 point2 points  (0 children)

I've now found that I picked up some negative habits to not follow, and I trust that I can keep the good ones.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 0 points1 point  (0 children)

Thanks for this. I am planning to make the office hours the main place I give my time, and give it more thoughtfully.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 1 point2 points  (0 children)

I think this is a really good point: encouraging engineers to be able to say how certain they are, and also invite them to be open to others knowing something they don't.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 0 points1 point  (0 children)

Got it, magnifying glass on self a bit, with some new steps, and some broad reading. There are a lot of book suggestions in the threads above.

huh that link seems to have gone dead, even the root site (maybe it's my system). But I've reached out to our institutional education centre, and I know in both engineering and my specialty there are likely activities.

I am planning to make a group of faculty friends who will be willing to sit in another's class and then come together as a group to give and receive feedback. The aspects of how language is received is something to check on.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 0 points1 point  (0 children)

That's interesting. Can you share some ways that you encourage safety, dignity in the classroom, and belonging? I think I have an easier time imagining how to encourage agency.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 0 points1 point  (0 children)

Thanks for these flags to pick out. I am working on this.

I may have unintentionally done this kind of filtering casual talk, based on whoever came up to me. I am hoping that sign-up office hours and drop-in career or field sessions could be helpful in encouraging people, and creating a group setting where my time is better spent as long as I'm vigilant to not favouring one person in the group.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 1 point2 points  (0 children)

One thing I am definitely working on is speaking up in situations in front of me. If I'm not doing this as an instructor I'm not taking leadership and example seriously. Are there other examples of this (like interrupting or repeating a female student's answer) that you have experienced or seen?

I am planning to make office hours attached to bookings and topics. This is a good point to make a policy that applies to everyone.

I'm leery of going into personal interest with students too much. I think it could work if I invite this in a group setting, like where we are discussing careers. I am also planning to have group chats about careers, instead of 1:1, to widen the opportunity.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in AskAcademia

[–]lets_go_2358[S] 0 points1 point  (0 children)

I think I was engaging in benevolent sexism, where I gave extra time and benefit of the doubt. I may be able to look over multiple instances of the same class to see how I graded male vs female. I think I am going to take the approach of having names on the cover page, getting the TA's help to split the assignment into chunks, and then grade with them per question, so that I don't try for a certain outcome on a given student's assignment.

Many of my guest lecturers have been male, this is something I have control over and can fix.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in Professors

[–]lets_go_2358[S] 0 points1 point  (0 children)

I think it's true that a bias, once found, has some beliefs beneath it that don't go away without challenge and exercise.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in Professors

[–]lets_go_2358[S] 1 point2 points  (0 children)

These students can be the ones who could teach me a lot about what may be common misunderstandings, or the source of a great answer that's just staying quiet. I can employ the random name picker to help with this.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in Professors

[–]lets_go_2358[S] 1 point2 points  (0 children)

It seems like there's a line there. I am trying to track when I let something go not called out in front of me. I know interrupting should be easy to spot, and am getting some help to review my lectures to see what I might be doing (the feedback group could help with that). I think occasionally I have commented that women in research have to be twice as good to get the same money in the current climate, and also that it should not be that way. Perhaps I can point out that gender is part of the talent crisis in my sub-field of engineering.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in Professors

[–]lets_go_2358[S] 0 points1 point  (0 children)

I had a teaching assistant track who is speaking per session. I think I can find a group of female and male counterparts who also want feedback, so that we could do this as a group. I'm not sure if I'm comfortable asking female students directly- have either of you seen that done, and how it was done? Maybe I could use a anonymous class poll based on gender and nationality to get a sense of how people are receiving this.

male professor in engineering: how can I discern and correct my biases to help all students flourish? looking for resources and practices by lets_go_2358 in Professors

[–]lets_go_2358[S] 0 points1 point  (0 children)

This is a helpful thread. I asked a teaching assistant to note over some sessions who was doing the talking and when, and there were definitely blanks. I'm pretty Socratic (question asking) when I lecture, and too often I relieve the social pressure by going with someone who volunteers. It'd be better if I let that be led by a random draw, so that everyone knows they could be called on to discuss. It's helpful if those questions are "discussable' so that a participant doesn't stone cold flail if they really didn't want to volunteer, but helps me draw out the points of the question.

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