Although the weather continues to be hot here in Washington D.C., summer has come to an end for the students and workers of Howard University. I attended the American Sociological Association’s annual meeting just as school was beginning. This conference is spectacularly ill-timed to take place right before or during many schools’ first week of classes every year. I cancelled my first day of classes and taught two days later after getting off a red-eye from the West Coast at 6am.
Regardless of how you spend the last few days of summer, you may feel overwhelmed by the administrative details resuming classes and committee work each fall. Because I think there are few life-problems that a good list can’t help address, I created a Back to School Checklist this year to help me remember some of the details that need to get taken care of for a smooth start. Feel free to adapt it for your own purposes as you like, I know I’ll be adding things as I remember them. And if you’re really list-crazy, take a look at the fun ones available at Knock-Knock (I find their “Pack This!” list particularly helpful). Or check out Atul Gawande’s book The Checklist Manifesto – if nothing else, it’ll make you glad you don’t have to worry about whether you left a pair of scissors inside the last person you did surgery on before sewing them up.
Back to School Checklist
- Confirm class time and space
- Check audio-visual supplies: screen, projector, speakers
- Finalize Syllabus
- Update readings
- Add new dates for each class meeting that correspond to this calendar year
- Look at campus academic calendar and add dates to syllabus as needed (campus closed, last day to drop, etc)
- Update assignments
- Schedule guest-speakers
- Schedule office-hours
- Create course website (Blackboard, etc)
- Make sure that enrolled students are in the system
- Add syllabus
- Upload readings
- Set up places for students to turn in work for each assignment
- Set up gradebook
- “Publish” site so it is visible to students
- Create attendance sheet
- Create sign-up sheets (for example, if students will each facilitate a day of classroom discussion)
- Order required books at campus bookstore
- Put required books on reserve at campus library
- Add chalk, eraser, or whiteboard pens to teaching bag as needed
- Add paper and pens for big nametags on desk as needed
- Prepare lesson plan and slides for first day of class. Make time to:
- Do names and/or ice-breaker
- Introduce self
- Introduce class – with hook!
- Review syllabus – use screenshots of book covers when possible
- Sign up for assignments that are date-specific
- Take attendance
- Collect information of students hoping to get in to class
- Get students signed up for independent study classes as appropriate
- Create proxy library accounts that let students check out books to my library account
- Schedule first team meeting with students
- Reserve room for team meeting
- Prepare for first meeting
- Review and organize prior student work
- Prepare list of projects and tasks to be divvied up amongst group. Decide how many people are needed for each project
- Create agenda
- Create sharable to-do lists and timesheets
- Update IRB “how to” document that details what students need to give me in order to be approved by the IRB as research assistants
- Update all other “how-to” documents as needed to support student tasks
- Select and upload introductory readings to help frame research tasks
- Add students to Google Drive folder that houses group files
- At first meeting
- Background on research projects and descriptions of tasks
- Divide up tasks
- Describe optional events happening this semester that students can participate in as part of their weekly hours to supplement their learning
- Share contact information
- Assign background reading
- Give overview of the IRB and the describe the documents students need to provide to be approved by IRB as research assistants
- Get familiar with the documents in the shared folder on Google Drive
- Review project communications and tracking (to-do list, hours sheet)
- Schedule training for students with librarian on how to find scholarly articles
- Pick weekly meeting time
- Schedule meeting between each project group and myself to provide training about how to get started with their task
- Add campus calendar dates to personal calendar (due dates for grades, last day of classes, etc)
- Add dates on department calendar to personal calendar (faculty meetings, report due dates, etc)
- Make work plan for year/semester
- Post office hours on door
- Return or renew library books
- Clean office!
I chaired a panel discussion on “Overcoming Corporate Threats to Academic and Community Research on Industrial Animal Production” earlier this month at the annual meeting of the Association for Environmental Studies and Sciences. The panel was organized by Zoe Ackerman at the the Rachel Carson Council. It focused on the experiences of people whose health is impacted by the North Carolina hog industry. More specifically, panelists discussed industry intimidation and legal tactics designed to suppress research on the health impacts of concentrated animal feeding operations (CAFOs) on their nearby human neighbors. Steve Wing, the leading scholar on this topic, was part of the panel design, but in the end was unable to join. However, the following panelists gave a great overview of the issue and how it relates to broader threats to research in the public interest.
Keep an eye out for more work to come on this subject coordinated by the Rachel Carson Council. Also look out for announcements about the North Carolina Environmental Justice Network’s annual summit. In the meantime, the video below provides a short overview of our conversation. See also the following pinterest board where I collected articles I used to inform my framing remarks, which are not included in the video. I linked Steve Wing to Ignacio Chapela, William Cronon, Tyrone Hayes, and Anita Sarkeesian, who have all experienced serious push-back from the industries and social groups threatened by their research. Like many of the other panelists, I emphasized how industry relation against scholars has a chilling effect on the kinds of questions that we ask.
Last fall Mike Ewall and Dante Swinton of Energy Justice Network led my students and me on a “toxic tour” of Baltimore. Toxic tours are one way that environmental justice activists do political education. They involve bringing politicians, environmental agency staff and others into the communities where activists live and/or work to build awareness of the problems there and find ways to support local activists in trying to solve them. In our case, Mike and Dante led the students in my fall Environmental Inequality classes to see some of the contested sites where they work. This gave the students a better way to visualize the things we had been reading about, and to learn about their local applications.
We started at the Wheelabrator Baltimore trash incinerator. We were immediately reminded of the environmental justice slogan that defines the environment as “the places we work, live and play” by the sight of families picnicking at the park directly adjacent to the incinerator. We moved on to the site of a proposed new incinerator (for trash, tires, shredded cars and wood waste), a coal and steam-fired electrical generating station, a closed hazardous waste landfill, the port (piled high with coal), the nation’s largest medical waste incinerator and a municipal waste landfill, among other industrial sites.
Since our visit, the proposed new incinerator that we learned about has been defeated, at least for now. Baltimore resident Destiny Watford, co-founder of the student group Free Your Voice, became the 2016 recipient for North American of the international Goldman Prize for her leadership role in the campaign.
My students got a lot out of the trip. They had read about the problems of industrial pollution and the people who live right next to polluting industries, but walking those landscapes seemed to make the issues much more real for them. For my part, I was saddened to see again in Baltimore many of the same problems I am familiar with from my research in California. It’s one thing to know about national trends, and another to see for oneself that they are, indeed, national.
The photos below show some of the places we went. They depict Mike Ewall and Dante Swinton from Energy Justice Network, as well as my students from Howard University – Olivia Byrd, Jesse Card, and Gerlene Toussaint. Sign up for the Energy Justice newsletter or “like” the Free Your Voice Facebook page to find out how you can plug in.
I assigned Ta-Nehisi Coates’s award-winning book Between the World and Me to my Introduction to Sociology students during both the fall and spring semesters of this last academic year. In both classes it was the last assigned reading. The book gave me an opportunity to do a number of things:
- Build on the conceptual work we had already done by training students how to identify sociological concepts when they are presented in different language than what they are learning in the classroom
- Show how ideas we are learning about in the classroom circulate in the real world
- Provide space to reflect on racial inequality as experienced by Coates’s life story and his efforts to pass on his knowledge to his son, for whom the book is written.
- Learn a bit more about Howard’s history and help students get excited about using their time there to learn and grow (Coates attended Howard University and writes glowingly about his time there in this book)
The first time I taught the course, I had students practice identifying concepts we had learned about in the as they appeared in the book. I used a variation of this worksheet to do so. After they worked on this task in small groups, I had students read the passages aloud and describe which sociological concepts they thought each illustrated. (This led to one of my favorite moments in that class when the students broke into spontaneous applause at the conclusion of a particularly impassioned reading).
Here are the concepts they worked with:
- essentialism and anti-essentialism
- structural racism
- structure and agency
- race as neither “essence nor illusion” (from Omi and Winant)
- race vs. class
Here is one of the excerpts they analyzed (from p. 103):
It is not necessary that you believe that the officer who choked Eric Garner set out that day to destroy a body. All you need to understand is that the officer carries with him the power of the American state and the weight of an American legacy, and they necessitate that of the bodies destroyed every year, some wild and disproportionate number of them will be black.
The students discussed how this excerpt illustrates the concept of structural racism because of the way that the disproportionate death of black Americans at the hands of the police is not dependent on individual racist intent of any single police officer.
In the second version of the class, which was much larger, I read the excerpts aloud myself and we discussed them as a large group without the benefit of small group work first. I also showed this video of Coates speaking about his book. I thought the video would help bring the text alive and underscore that authors are real people, just like them.
Next time I teach a small version of the class, I’ll return to having the students fill out the worksheet I provide in small group, followed by large group discussions. This approach gave them the best chance to really work through the ideas and learn from how others did the same. Then I’ll consider skipping the video and instead have students read and discuss reviews of the book from a wide variety of political perspectives. I would assign at least one from the left that criticizes the book for not going far enough, perhaps written from a feminist perspective, and one from the right that sees the book as racially inflammatory in a world that is now “post-race.” This would broaden the students’ thinking about the book itself, and could also be used as an opportunity to learn about intellectual and political discourse.
Last Saturday Howard University hosted its 148th graduation ceremony. I donned my (borrowed) academic robes to celebrate our graduates and hear President Obama, our commencement speaker. I’ve shared my snapshots below to convey what it was like to attend and participate. They show: workers setting up for graduation during the last week of the semester, getting through security and onto campus on the day of the ceremony, faculty waiting for the event to begin and then processing into the the yard together, President Obama being “hooded” while he receives his honorary Ph.D., and the commencement ceremony. The last photo is of Sociology graduate Diamond Crumby showing off her awesome cap. Congratulations Diamond and the Howard class of 2016!
For the full text of President Obama’s commencement address, click here. For video, click here. And for summary and analysis, try the following:
- “President Obama Embodies Blackness, Confidence, Hope at Howard University’s 148th Commencement,” by Paul Holston, The Hilltop.
- “President Obama’s Commencement Speech, Howard University,” by Clarence B. Jones, Huffington Post.
- “Obama Gets All In His Blackness at Howard“, by Leah Donnella at Code Switch, NPR
- “Sheriff Clarke Blasts Obama’s ‘Insulting’ Commencement Speech,” Fox News Insider.
- “This Young Woman Is the Reason President Obama Stays Optimistic About America,” by Lauren Duca, Teen Vogue.
- “Obama Proves, Yet Again, That He Is Our Most Black, Feminist President to Date,” Melissa Harris-Perry, Elle.
- “Seven days, three speeches: one week in the life of having a black president,” by Steven W. Thrasher, The Guardian.
- “President Obama Calls Out Safe Space Culture. Weakly,” by Mollie Hemmingway, The Federalist.
- “Tucker Carlson Slams Obama Blackness Riff: What If Romney Said ‘Be Confident in Your Whiteness’?” by Tommy Christopher, Mediaite.
Classes are over now, but next year I plan to show the President’s commencement speech toward the end of my Introduction to Sociology class. I’ll ask the students to analyze it according to sociological concepts we’ve been learning (structure, agency, social stratification, intersectionality, theories of change, American individualism, etc.). Then I’ll have them chew on a few of the wide array of responses to his speech listed above. I like doing these sorts of activities to underscore how the concepts we are learning in the classroom get used in the political world, even if they are not always referenced by the same names. If any of you do something similar with the speech, let me know how it goes. I won’t be teaching Intro to Sociology again until next spring, so there’s plenty of time to build on your experience.
This Thursday I’m hosting a screening of Come Hell or High Water: The Battle for Turkey Creek at Howard University. The event is open to the community so please join us if you live in the area!
Here’s the film description: “Come Hell or High Water: The Battle for Turkey Creek follows the painful but inspiring journey of Derrick Evans, a Boston teacher who moves home to coastal Mississippi when the graves of his ancestors are bulldozed to make way for the sprawling city of Gulfport. Over the course of a decade, Derrick and his neighbors stand up to powerful corporate interests and politicians and face Hurricane Katrina and the BP oil disaster in their struggle for self-determination and environmental justice.”
After the screening, the following speakers will help us discuss the film:
- Leslie Fields: Director of the Environmental Justice Program, Sierra Club
- Brentin Mock: Staff writer, The City Lab
- Terri Adams-Fuller: Department of Sociology and Anthropology, NOAA Center for Atmospheric Sciences, Associate Dean of College of Arts and Sciences, Howard University.
The screening is timed to honor Earth Day (the next day), and also to promote Howard’s new Environmental Studies undergraduate major, which begins in the fall of 2016. Please join us!
When: Thursday April 21st, 6-8pm
Where: Screening Room West, CB Powell Building, School of Communications, Howard University
Co-sponsors: Department of Sociology and Anthropology, NOAA Center for Atmospheric Sciences, School of Communications, Environmental Studies Program
Last spring I posted briefly about a new multimedia assignment in which students create their own websites that I used with my students in “The Making of California” at UC Santa Cruz. This fall, I tried it again with my “Environmental Inequality” students here at Howard University. I was, for the second time, happy with how the assignment turned out. Since several people have asked for details, I’m posting my assignment prompts and other reflections here. I will also be presenting this assignment at Howard’s first “Teaching With Technology” conference this Friday.
First, let me acknowledge how important it is to have colleagues with whom to discuss these kinds of projects! Rachel Deblinger joined UC Santa Cruz last year as a Postdoctoral Fellow through the Council on Library and Information Resources. Her presence on campus brought those of us doing work in the digital humanities and digital social sciences together for a rich exchange of ideas that prompted me to create this assignment. Rachel also made herself available for one-on-one brainstorming sessions. As a result, I abandoned an overly ambitious assignment idea that used a different website platform and ended up with this one instead, which sets students up for a successful first experience creating a website on which to post their own original research and writing. So, thank you, Rachel!
Here’s the gist of it. The assignment asks students to research and write a multimedia essay on a subject of their choice that is featured on a website of their own design. The purpose is to improve students’ content knowledge, research and writing skills while also teaching the following: 1) how to write for a public audience, 2) media literacy, and 3) basic web design. Students do not need any prior technical skills in order to successfully complete the assignment, and are given detailed prompts for small assignments throughout the semester that support step-by-step development of their projects. They also complete in-class activities designed to help them think about how to write for different audiences.
By the end of the course, the students each create a website that includes the following:
- An original essay informed by their research that incorporates relevant YouTube videos
- A curator’s statement that describes why the student chose the YouTube videos that they chose
- An annotated bibliography
- An author’s biography
- A copyright statement
- One other section of content of their own choice
Here are some of my supporting documents that you may find useful as you adapt this assignment to your own purposes:
- Sample syllabi for classes that use the assignment
- Assignment Prompts
- Why did you use Google Sites? I used Google Sites because it was the easiest website creation tool that I could find, and because at both institutions where I tried this assignment, Google already provides the student’s campus e-mail service. So, they all already have Google accounts. For my own websites, I use WordPress. It is free, open-source, and more sophisticated. However, I quickly decided that WordPress was too technically complex for what I had in mind for my students. The point of the assignment isn’t to teach technical skills so much as it is to have students practice all the usual stuff (research and writing), while also having a successful first experience sharing their writing in a website of their own creation. For those who take a liking to the experience, it may serve as a gateway into more complex website creation tools. After conversation with my tech mentor Allen Gunn at Aspiration, I also plan to incorporate a conversation with my students about the risks of relying on for-profit web infrastructure such as Google Sites next time I do this assignment, even while I plan to still use Google Sites.
- This sounds like a lot of work. How many students did you have? I used this assignment for one class of 30 and one class of 6. Though to be fair, when I taught the class of 30 I was teaching a new course for the first time, on the academic job market for the first time, and finishing my dissertation (for the first time). I taught the class of 6 was while teaching two classes (one for the first time), and getting oriented at a new academic institution. If my class size went much over 30, I would probably start requiring this project be done in pairs or small groups to cut down on the time spent grading. You could also try cutting some of the mini-assignments, such as the list of sources or the draft website with written content, though the final projects would be of lesser quality as a result.
- I don’t know anything about creating websites. Can I still use this assignment with my students? Yes, Google Sites are fairly straightforward to create, and my assignment prompts provide step-by-step instructions for how to create them. Literally, the prompts say things like “click the button shaped like a pencil in the upper-right corner of your screen.” However, you do need to be able to do the assignment yourself before you give it to your students, and to be willing to help them with any technical problems they may encounter (in my experience so far, they haven’t had many). It is also worth asking the tech support at your institution if they provide technical support to students with Google Sites, in which case you can hand off all technical questions to someone else. This has not been an option at either of the campuses where I have done the assignment.
- How do you make sure this assignment still works even as Google Sites changes? You need to set aside a half hour to an hour to do the assignment again yourself before the semester starts every time you teach the class, especially when you are teaching it in a new institution. This ensures that the instructions on your assignment prompt are up-to-date even as the technological infrastructure inevitably changes over time (think of all of Facebook’s changes on how to manage your privacy settings). Do not just take my assignment prompts and use them without test-driving them yourself and making corrections! I did almost all of the assignment with my Howard e-mail address before classes began this fall. I found out later that I had neglected one of the steps, the copyright statement, which includes directions for how to import the symbol representing the level of copyright protection the student chooses for their work. It turns out that doing this task through Howard’s Google-provided student e-mail accounts was mysteriously complicated in ways that my UC Santa Cruz students did not experience. If I had known, I would have told them to skip importing the symbol, and just to use the appropriate language without the visual cue. Oh well. I also learned through this process that Howard automatically adds the campus name and logo to Google Sites created by students with their campus e-mail addresses, whereas UC Santa Cruz did not.
- Can I see your students’ final websites? An important part of the assignment, to me, is that it prompts students to set their websites to “private” at the beginning of the class. Some of you may wonder why I do this. After all, isn’t the purpose to get students to practice writing for a public audience, and not just writing for their professor? Well, yes and no. That is the ultimate goal, but the key is that students are practicing this skill, in many cases for the first time. Setting the website visibility to “private” at the beginning of the course means that they can practice this new skill safely in private without any potential negative ramifications from the (sometimes nasty) blogosphere. It also means that you don’t have to worry about whether or not you are running afoul of the Family Education Rights and Privacy Act. All that said, an important part of the assignment is that it is, or at least can be, “real” beyond the classroom. So, I tell students that while the class is in session their websites need to be “private” for all the reasons above, and then after the class ends, it is their decision whether or not to change their work’s status to fully “public” or to limit access to people of their choice. Of the 36 students who have done this assignment with me to date, to my knowledge only one student has made his or her website public. You can see it here. Thanks, Jesse!
- What would you do differently next time? I’ll likely increase the length of the essay that forms the core content of each student’s site. I made it short to begin with, since I was thinking of it as a blog post. But now I might reframe it into something in between a blog post and a digital “long-form essay” instead. Will need to think about that. I also notice that students have a hard time integrating their YouTube videos into their essays – many simply plunk them in the middle of their text with no introduction or analysis. So, I might introduce a lesson in class that addresses this problem, while emphasizing the ability to segway between ideas and content as a transferable skill important to many different kinds of writing. Also, Google Sites makes formatting the annotated bibliographies and citations list difficult, so I’d like to spend some time figuring out how to make them look better and then add those directions to the relevant assignment prompt. Also, I’ll probably have students switch from using parenthetical citations in their essays (standard in my field) to endnotes (visually cleaner for public-facing work).
That’s all for now. I will undoubtedly think of more things that belong here over the next few days, as well as after Friday’s presentation at Howard’s “Teaching With Technology” Conference. I may cheat and add these things to this post later, so check back next week.