Goodbye, UC Santa Cruz. Hello, Howard University!

This summer I graduated with my Ph.D. from UC Santa Cruz, packed up my home, and drove across the country to Washington DC. Since August 16th I have been working as an Assistant Professor at Howard University‘s Department of Sociology and Anthropology. The department is in developing an area of expertise in environmental justice scholarship, and next year the campus will launch a major in environmental studies. So, it’s an exciting time to join Howard’s faculty. I’m also looking forward to helping to bridge the new emphasis on environmental justice with the department’s existing expertise in medical sociology through research on environmental health. I hope to continue to collaborate with environmental justice/health scholars and activists in California and also make new connections here in Washington D.C.

When I left UC Santa Cruz, the campus was in the final stages of becoming a federally designated “Hispanic Serving Institution.” In the Sociology department, about 65% of the undergraduate majors were part of the first generation to go to college in their family. I enjoyed working with first-generation college students and the campus’s growing population of undocumented students, and am proud to now work at a historically black university also committed to populations underserved by higher education.

This year I am teaching “Introduction to Sociology” and “Environmental Inequality.” Over the next few years I plan to develop new courses in “Sociology of Environmental Health” and “Sociology of Food and Agriculture.” We are in our second week of classes already and the students have been great. But, I’ll miss being able to say that my school mascot is a banana slug!

If you are in the area, drop me a line to say hello!

My new professional home - Frederick Douglass Memorial Hall.

My new professional home – Frederick Douglass Memorial Hall.

Teaching “Making California”

This spring I taught a new class in the Community Studies program at UC Santa Cruz called “Making California.” Overall, the idea was to teach students about key moments in the history of California in order to help them better understand and intervene in current events. I used C. Wright Mills’s concept of the sociological imagination as a foundational theory to help students understand how individual lives are shaped by the broader historical and political context in which they exist. We also paid attention to how social movements have, in turn, helped people to change the political context in which they live. A second key theme of the course was California’s racial history and recent transition to  majority people of color state. Finally, we spent a lot of time thinking about California’s role in the nation and world. This meant we read about both how the state has influenced events outside of its borders, as well as been influenced by the broader world.

For the core class assignment, students analyzed a key moment in California’s history by explaining what happened, what led to the events described, and the current relevance of those events. They were tasked with writing for a public audience, and crafting an introduction to capture a reader’s interest and draw them in to reading the rest of their essay. Students presented their work orally, and in historical order, at the end of the course. In this way we created a partial, “People’s History of California.” The written component of the assignment took the form of multi-media essays they wrote on websites of their own design (more on this assignment in my next post). This assignment was inspired by conversations with Ildi Carlisle-Cummins about how we could incorporate her new project, Cal Ag Roots, into the class. The launch event for Cal Ag Roots will involve telling the story of three key moments in the history of California agriculture. So, several of my students chose her stories as their “historical moments” to work on for the purpose of the class assignment. Their work therefore supplemented her own background research on these three key moments.

I drew on syllabi developed by Julie Guthman and Lindsey Dillon to help structure the class.  See my own syllabus below.

The last-day-of-class student conference: part 2

This post is a continuation of my last post on “The last-day-of-class student conference.” That post provides an overview of the project, in which students participate in a student conference modeled after a poster session at an academic conference. This post gets into the details of how to set up the event.

Few teachers have a lot of extra time to invest in event-planning, so I offer my experience here. The colleagues who guided me in shaping the assignment emphasized that planning the conference can quickly get out of hand and helped me minimize time spent nailing down logistical details. Thanks again, Ariana Kalinic and Christie McCullen!

Event planning

  • Find a location to host the event early. The campus space that I wanted was booked very early in the quarter, and many other campus spaces required use-fees that I could not provide. Sociology staffer Barbara Laurence helped on this front by suggesting, and securing access to, our department lounge. This turned out perfectly, as it made it easy for people from my department to stop by the event without having to leave the building.
  • Provide refreshments! Food makes the space more sociable and sets it apart from a regular classroom experience. My department provides $50 of funds for each class to work with. I chipped in an extra $25 so we could have coffee, tea, and snacks provided by the campus coffee-shop downstairs. Barbara Laurence took care of this for me, too. Thank you Barbara!
  • Tell guests to arrive 20 minutes or so after the event begins, to give the students time to set up their posters, as well as time for yourself to make any last announcements.
  • Make a plan for displaying posters. I told my students that at least some of them should design their posters to be able to stand on their own. These we put on a table. The rest went on a the walls or on a few easels provided by the department (thanks Barbara!). I brought blue, “paint-safe” tape to use on the walls. Unfortunately, it had very little sticking power. Many of the posters drooped or fell down and needed to be reaffixed during the event, oh well.
  • Make a plan for presenting the posters. I originally thought I would divide the students into three or four groups and have each group stand next to their poster during a pre-assigned time. This seemed excessively complicated, however, so I instead followed Christie McCullen’s advice and told everyone to spend half the time at their own poster and the other half circulating. That worked just fine.
  • How long will the event last? I had a three hour time slot to work with, but chose to use 1.5 – 2 hours instead (I set an explicit time at which the event would end, but have since forgotten exactly how long it was). There was just enough time to evaluate the work of all 40 student, but the event was was also short enough to sustain the group energy for the duration.

Structuring and evaluating the assignment

  • Group work or no group work? I had all my students write their papers separately so I wouldn’t have to deal with complaints about anyone not pulling their weight. But, I let students who wanted to team up on their posters do so. I told them that they would both receive the same grade regardless of who did what on the poster, so they should choose their partners carefully. I also told them they could “divorce” their partners if needed. There were no problems.
  • Give explicit guidelines about what is required on the poster, as most of the students will not have made one before. If I had more time, I would have liked to require them to turn in draft posters to be improved upon for the event itself in order to help them learn best practices of visual communication. Instead, I required a proposal and draft for the paper, but not the poster. You can see the assignment prompts at the bottom of this post, or download it here.
  • How will you grade the posters? On the advice of my colleagues, I graded all the posters during the event itself so I didn’t have to take home a pile of oversize, falling-apart posters and then return them to students. This plan required me to have brief conversations with each student in front of their poster during the event itself. I created a single spreadsheet with each student’s name and a series of criteria on which to judge their work. I quickly abandoned this approach in the chaos of the event and just gave each student a holistic single grade after I looked at their poster and heard them speak about their work. I worked my way around the room systematically, so students could come stand by their work as they saw me approaching. I also quickly figured out that I only had time for short conversations with each student, and in a few case watched them have conversations with others rather than directly interacting with them myself.

The last-day-of-class student conference: Part 1

Each quarter I try at least one new pedagogical idea in the classroom. Over time, this has given me a wide range of teaching experiences that have helped hone my style and priorities. As I continue this practice into the future, I hope it will also keep my teaching nimble and current.

Last quarter’s “new thing” was the student conference. As is often the case, I looked to my colleagues for inspiration. For this project, I drew on the experience of super-star teachers Ariana Kalinic and Christie McCullen. Thanks, you two! To pay forward their generosity, I share my experience with the assignment here.

The student-conference is modeled after a poster-session at an academic conference. Each student prepares a poster that provides an overview of the work they have conducted for their class research paper. They presents their posters at an end-of-the-quarter event scheduled during the allotted finals period. Students stand by their poster to answer questions for half of the event, and look at their peers’ posters for the other half.

If you’ve been to a million academic conferences already, this may not sound that exciting. But when we tried it in my Nature and Society class last quarter, I loved it!  Here’s why.

  • Students practice describing their intellectual interests in a semi-formal, semi-social setting. The give and take of the conversations that result introduces students to the pleasures of learning and discussing ideas.
  • The event emphasizes active learning by asking students to circulate and ask questions of their peers, rather than passively absorbing information in the form of end-of-the-quarter presentations.
  • Students get to learn from each other. This underscores that the teacher is not the source of all knowledge in the world, and conceptualizes all of the class participants as part of a learning community. Hopefully, decentering the teacher as the source of information positions students to become lifelong learners after they are no longer in school.
  • Students describe their projects over and over again as new people visit their posters. This improves their ability to concisely describe their work as they try new ways of saying the same thing.
  • Our event included not just the students in the class, but a handful of faculty and graduate students as well as some of my students’ friends and significant-others. This helped students meet other people that share their interests. I saw my students engage with these visitors about other writing they might want to read, other classes they could take before graduating, and the political implications of their research.
  • Students get to interact with more than one teacher in the same space. This let them have intellectual conversations with faculty and teaching assistants that cut across their experiences in separate, often siloed, classes.

A note on evaluations.  At my university, our student evaluations happen at the end of regular class meetings and before the finals period. Because we held the student conference during finals period, this meant that students were not able to reflect on the event in their course evaluations. To get a sense of what they thought in a systematic, anonymous fashion, I sent out a SurveyMonkey online evaluation after the class ended. Unfortunately, I didn’t get around to it until the students had all left campus for vacation. I also never sent out reminder e-mails after the first request to take the survey. So, only five students completed it. For what it’s worth, they all responded “yes” to this statement: “I would recommend the instructor incorporate an end of the quarter student conference into this class again in future.”

To give you a flavor of the event, I’ve posted photos below with the permission of the people depicted. Click on the thumbnails to see enlarged versions. Tomorrow I”ll post more information about how to set up the assignment.

“Nature and Society” syllabus

Last fall I taught Nature and Society in my Sociology department for the first time. A few people have been asking to see my teaching materials recently, so I’ve embedded my syllabus below. You can also download it here. I’ll post the assignment prompts tomorrow, and perhaps some of the in-class activities soon thereafter.

Overall, I’m pleased with how the course worked out. On the last day of class, I asked the students to do a five minute free-write in which they reflected on what they had learned. I told them to describe what was most interesting, surprising, or memorable about the class. After they had processed their thoughts individually through the free-write, I asked for volunteers to share their thoughts. The group discussion that followed touched on a number of class themes, but two stood out in particular. Students were moved by the realization that human society is dependent on the environment. They also appreciated learning that the environment and environmentalism isn’t just for white people.

At first the simplicity of these realizations startled me, given the wide-ranging and complex topics with which we had grappled all quarter. But on reflection, I was satisfied with these learning outcomes. Indeed, much of the world continues to act as if human society knows no physical restraints. The discipline of sociology (in which most of my students were being trained) is no exception. For the most part, our canonical thinkers treated human society as somehow separate from the environment. The more recent creation of the sub-discipline of environmental sociology is one small exception in a large field. Similarly, national environmental organizations in the US continue to be staffed largely by whites, as a recent report by Dorceta Taylor documents. So, it makes sense that many of my students had not previously given much thought to human dependence on the environment, nor the many links between race and nature.

I hope to teach this class again in future, so please feel free to send your thoughts and reading suggestions.

Valentine’s Day and Fossil Fuels

If you’ve ever been to a workshop on how to write an op-ed, you’ll know that the leaders spend a lot of time talking about the need for your piece to have a “hook.” This usually means finding a way to link what you want to say to some kind of timely news event. Most of these are fairly straightforward. On Mother’s Day, you publish your op-ed about the need for state-sponsored maternity leave. On Valentine’s Day, you write about worker abuses and pesticide poisoning in the international cut-flower industry. Or, for another Valentine’s Day idea, you write about fossil fuels.

Wait, what? How do fossil fuels go together with Valentine’s Day? Well, watch “Breaking Up With Fossil Fuels is Hard to Do” for an example of a masterful, if somewhat unexpected, media “hook.”



Then, use it in your classrooms!

  • For media studies classes, use it as an example of a media “hook,” as described above. Or use it after showing this video first. Then use both videos to analyze framing, strategic political communication, and how political actors respond to the messages of their opponents.
  • For environmental studies, social movements, or politics classes, use the video above and this video as a way to get students interested in the politics of climate change. Both videos tell simplified, politicized stories. What truth is there in both videos? What are the the different plans that already exist for lowering our use of fossil fuels? What political forces oppose these plans? How likely are the plans to succeed in the contemporary political moment? What would it take for them to succeed?
  • For gender classes, watch the first video and ask students, “How is gender being used in this vide? What does it mean that the “fossil fuels” character is female? That the narrator is female? That the story is tied to Valentine’s Day and breaking up? What stereotypes about women are being used to help make the point that we shouldn’t “Break up with fossil fuels?”

Thank you to Jean Boucher and Milton Takei for sharing these videos on the environmental sociology listserve of the American Sociological Association. Happy teaching!

New digital project in honor of Teresa De Anda

Today I released a new digital project to honor the memory of California pesticides activist Teresa De Anda, and to help educate the public about the problem of pesticide drift. In Her Own Words is an expansion of the blog post I wrote the day before Teresa’s memorial service last fall. It includes photography, new and previously published oral history, suggestions for readings to use with the website in college classrooms, links to resources to help address the problem of pesticide drift in community settings, and a short essay I wrote about Teresa.

Thank you, Valerie Gorospe, for allowing me to continue to work with your mother’s stories, and to share them with others so they might learn from everything she accomplished. Thank you also for your support Linda MacKay, Lauren Richter, Tracey Brieger, Sarah Aird, Tracey Osborne, Rachel Deblinger, Zoe Stricker and Evelyn Torres Arellano.

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With Teresa, in front of a photo I took of her, at an exhibit of my photography in Fresno. February 10, 2011.