A Blog about being BIPOC in Classics
Congratulations! You’ve made it to the fifth and final day of the 2022 Syllabus Shake-Up Challenge.
If you missed the other days of the challenge, or if you want to start from the beginning again, here they are:
Day 1: Syllabus Audit
Day 2: Traditional vs Innovative Strategies for Syllabus Engagement
Day 3: Examples of Syllabus Engagement Strategies in Action
Day 4: Common Harmful Assumptions We Make About Students
Today’s installment of the challenge is all about reflecting on the process.
It’s day four of the 2022 Syllabus Shake-Up Challenge! If you’re just joining in, don’t forget to check out days one, two, and three. In today’s installment, we’re talking about common harmful assumptions we make about students and how to combat them.
As with the previous days, there is a prompt for you to work through on your own at the end of the post. Feel free to share your thoughts with the community by commenting on this post, or on social media by tagging @ApothekeBlog or #SyllabusShakeUp!
It’s day three of the 2022 Syllabus Shake-Up Challenge! If you’ve made it this far, you’re amazing.
In today’s post, I am sharing a few examples of syllabus engagement strategies in action. Some of these are things that I have tried before, while others are strategies that I would like to try out sometime in the future.
As with the previous days, there is a prompt for you to work through on your own at the end of the post. Feel free to share your thoughts with the community by commenting on this post, or on social media by tagging @ApothekeBlog or #SyllabusShakeUp!
Just joining in? Here’s where you can find days one and two of the challenge.
Welcome to day two of the 2022 Syllabus Shake-Up Challenge! In today’s post, I’m talking about traditional approaches to syllabus engagement and new strategies that an instructor can use that are more effective.
If you’re just joining in, you can check out day one of the challenge here.
As with the previous days, there is a prompt for you to work through on your own at the end of the post. Feel free to share your thoughts with the community by commenting on this post, or on social media by tagging @ApothekeBlog or #SyllabusShakeUp!
| “All too often we have been trained as professors to assume students are not capable of acting responsibly, that if we don’t exert control over them, then there’s just going to be mayhem.” – bell hooks 1994: 152 |
Welcome to day one of the 2022 Syllabus Shake-Up Challenge! Last year, around this time I decided to do a short challenge geared towards highlighting the work and experiences of BIPOC in the field.
Since then, I haven’t had the time or energy to lead other challenges, but made it one of my resolutions for the blog to do at least two in 2022.
For those of you who are new here, the hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them. This month I’m talking about how to write an abstract.
One thing that I actually was taught to do that would benefit me academically is writing abstracts. Moreover, I was taught, as part of a graduate seminar on Ancient Medicine in Winter 2018, how to write an abstract before writing the paper.
Up until that point, I had only ever been confident in my ability to write abstracts based on papers I’d already written, and I’m sure most people can relate. Submitting an abstract based on a paper you haven’t written yet is scary.
On the one hand, this nebulous idea that’s floating around in your head has to be coherent enough to be accepted.
On the other hand, if it does get accepted, you’ve actually got to do the work, write the paper, and present it. Woof.
As it turns out, that lesson was extremely useful as I did go on to submit the abstract to CAMWS in 2019 and it was accepted. In the end, however, I decided to withdraw from the conference when the pandemic hit and everything went online.
Since then, I have become more and more comfortable with writing abstracts based on ideas rather than full-blown research papers and happen to be in the midst of writing one now. So, I thought it would be a good time to share what I’ve learned from the process as part of the hidden curriculum series.
For those of you who are new here, the hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them. This month I’m talking professional development and why it’s so important, especially for grad students.
Professional development and academics have always been at odds.
Either you write your thesis or you take workshops and courses that make you a better job candidate.
Either you spend your summer working on a field project or you participate in an internship that gives you first-hand experience in the field you want to work in.
But you can never do both. Or so it seems.
The truth is that you can and should be able to do both. But there are structural constraints which make it difficult.
Continue reading “Professional Development: Where to Start and Where to Look (Hidden Curriculum #5)”The hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them. In keeping with the applications theme, this new addition to the series is on the personal statement.
Thanks to everyone on Instagram who helped with the decision!
This post is about writing personal statements for funding applications, not grad school applications. I realize that there also exist “statements of purpose,” which are sometimes asked for in addition to a personal statement.
In the case of funding applications, “personal statement” and “statement of purpose” are often used interchangeably.
Take for example these two funding opportunities from my university:
#1: The statement of purpose must be single-spaced, 12pt font, and three pages maximum including any bibliography, citations, project timetable, graphics, etc. These should be written in language for non-specialists, should describe the proposed research project and discuss its rationale, objectives, design, timetable, feasibility, and methodology, as well as the projected benefits of this trip. If the applicant will be working with an established research project, a description of the organization and the activities in which he/she will be engaged must be included. Applicants should also discuss any language skills needed to conduct the proposed research.
#2: Students’ personal statement…should address the importance of the student’s work in the beginning two or three sentences. The statement should include the theoretical framework of the dissertation, its specific aims, methodologies (how the student is conducting the research), originality, and the significance and contribution of the project to the field…The statement should be written with an interdisciplinary faculty review panel in mind; i.e., reviewers will NOT necessarily be familiar with the technical vocabulary of a specific field.
The purposes of the funding opportunities are slightly different. One specifically supports international research and the other supports work on the dissertation (writing and/or research) more broadly, with an eye toward completion.
However, the requirements for the statements are roughly the same.
If you’re unsure of what to include in a statement, funding institutions usually spell out what sort of information they’re looking for in a personal statement/statement of purpose.
Continue reading “Writing Personal Statements (Hidden Curriculum Series #3)”As I mentioned earlier this week on Instagram, despite the fact that spring is (finally!) right around the corner, we continue to be deeply entangled with our screens – from working from home, to doom-scrolling on social media, to organizing and attending virtual events as part of our anti-racism work.
While so many of us have been keeping up the momentum for nearly a year, there are others who no longer have the bandwidth to continue actively being allies for their BIPOC friends and colleagues.
I get it. This work is exhausting; it takes a lot out of you. But the work is not done just because you are.
So, how might we begin our anti-racism work anew and combat the fatigue – Zoom fatigue, decision fatigue, or otherwise?
The solution: re-framing our approach to anti-racism work using a SMART goal setting framework.
This approach has already helped me make progress on my dissertation, so why shouldn’t it be useful for making our anti-racism work more realistic and easily attainable?
Continue reading “Doing Anti-Racism Work the SMART Way”Last month I began a series on “the hidden curriculum.” The hidden curriculum includes a set of things we’re expected to know how to do, from attending a conference for the first time to applying for funding to going on the job market, without actually being taught them. This second installment features tips on how to ask for recommendation letters (or references), which can form part of all kinds of applications!
