Summer Scholarly Writing Retreat: ALUMNI EDITION

UPDATE: RETREAT FULL
Faculty Write Program, Duke University
Monday, June 1 – Thursday, June 4, 2020 | 9:30am-3pm | Online
Facilitators: Monique Dufour & Jennifer Ahern-Dodson

The Faculty Write Program is pleased to announce the 8th annual Summer Scholarly Writing Retreat. This year, the June retreat is designed for program alumni. Prerequisite: Participation in at least one Faculty Write Program retreat (Engaged Scholar, Summer Scholarly Writing Retreat, academic year retreats in Aug, Dec, Feb.) or active participation in the writing group program. New to the program and want to attend a retreat? Watch for announcements for the August 2020 retreat.

Set aside time for writing. Make progress on a project. Build momentum. Write in community. Retreat includes structured writing time and interactive workshops. We will hold the retreat VIRTUALLY. If possible, we will include optional in-person components. Nevertheless, we will persist together, online.

Like our annual in-person retreat, this virtual edition gives you permission to clear some time for your writing. Even if you are home, you can still retreat. Even if we are apart, we can work in community among colleagues. This retreat is designed to help you to reconnect with yourself, your work, and one another. If you want to spend some time with your writing, the retreat can help you to figure out the best way forward for you. What that looks like will be different for everyone.

Space is limited to 25 participants. The cost for the retreat is $100, and participants may pay by check or by research funds, if Duke affiliated. If the retreat cost poses a financial hardship, please contact jahern@duke.edu.

REGISTER HERE. Registration deadline is April 27th, or when the retreat is full. Participants will be notified by May 1st so they can begin to make arrangements. Questions? Contact jahern@duke.edu

This retreat made possible with support from the Trinity College of Arts and Sciences and the Thompson Writing Program.

 

 

Graduate Student Writing Retreat for Virginia Tech: NOW REGISTERING

I’m facilitating a online writing retreat for Virginia Tech graduate students. It was originally scheduled as a two-day in-person event. We’ve moved it to a one-day online retreat. Apply here: http://bit.ly/2020SpringWritingRetreat. Registration is limited to 25 people per day. Sponsored by VT Graduate School, so VT students only.

Please note: you may not have the time or energy to give to writing right now. This event is not designed to promote untenable standards of productivity, or to suggest that you should be working rather than attending to your life, yourself, and your community. If you’ve been to my workshops, you know that I despise the cult of productivity, and emphasize finding meaningful connection to your work, to one another, and to building sustainable work habits.

Be well. Join us if this makes sense for you right now.

WritingRetreatSpring2020

 

 

Teaching Is Imperfectible and You Are Not an Inexhaustible Resource

Now is a good time to get clear about the fundamental nature of our work.

  1. TEACHING IS IMPERFECTIBLE.
  2. YOU ARE NOT AN INEXHAUSTIBLE RESOURCE.

As colleges and universities shift to online instruction during the COVID-19 outbreak, all the great teachers out there are trying to create outstanding virtual learning experiences. First, stop and read this spot-on post by Rebecca Barrett-Fox: “Please Do A Bad Job of Putting Your Class Online.” Then, please come back here and keep reading.

If you do all the things that Barrett-Fox suggests, also know this: You are not in fact doing a bad job. You are doing the right thing. Doing more does not mean that you are doing better or that you are better. This is very important, because the idea that you must compromise can be synonymous with lowering your standards, and that going “above and beyond” signals the extent of your care and professionalism. You are wrong. You are wrong now, and you are wrong under ordinary conditions. Because teaching is imperfectible, and because you are not an inexhaustible resource.

This impulse that you may be feeling–to redesign your course to fix all the old problems and anticipate all the new ones, to adapt to all the circumstances (known and potential), to use all the best tools and give all your time and energy–is probably familiar, even if these current conditions are unusual. At the end of every semester, most college teachers I know immediately launch into planning what they will do next semester to fix this semester’s problems and letdowns. There are the “I’m Putting My Foot Down” solutions: strict no-cell-phone policies, reading quizzes, and required attendance, all sure to eradicate irritating and counterproductive behaviors. Others vow to “Let Me Make This Absolutely Clear”—next time, they will explain, delineate, and elaborate upon every policy, assignment, and procedure to counter misunderstandings, both willful and accidental. Teachers who declare “Never Again” (again and again) engage in ritual creative destruction, burning their course designs to the ground to rebuild the better beautiful thing, often by “Adopting the New Tool.” Whatever the resolution, we set out to fix vexing problems, believing that if we set up the correct rules, explain what we mean and what we want in sufficient detail, deploy the latest pedagogical practice, or anticipate and curtail students’ wily tricks, self-destructive behaviors, and indifference, that “Next Time Will Be Different.”

When I hear these perennial conversations, I’m reminded that teaching is a fundamentally hopeful activity. Education is based on the belief that people can learn, which means that people can change. Students can finish a class knowing more than when they started, they can have new skills and outlooks, they might even know what they still don’t know, and leave with new questions that they are excited to explore. Recent pedagogical advances reinforce this optimism with science-based knowledge, technological innovations, and evidence-based practices. We know What the Best College Teachers Do and How Learning Works and how to Make It Stick. We practice just-in-time instruction, and scaffold a student’s learning, and craft learning objectives that are SMART—specific, measurable, attainable, relevant, and timely. Most of all, we are expected to “align” learning: to close the loop between what we want students to learn, how we will help them learn it, and to determine to what extent that learning actually happened.

With all these tools and expectations at our disposal, however, I’ve noticed a troublesome trend: the expectation that great teaching doesn’t just optimize learning experiences, but perfects them. These days, many of the best college teachers seem to believe that any difficulties that arise are instructional problems that can ultimately be designed away. This attitude goes well beyond the usual blend of optimism, skill, and fortitude that good teachers bring to their work, semester after semester. Contemporary pedagogy, for all its considerable advantages, has also created the impression that design solutions exist to every conceivable problem, especially if that problem is ensuring that problems do not arise.

It’s a good time to remember that teaching is imperfectible. If this seems like yet another rebuke against perfectionism or a reminder that learning is messy, that’s okay, if it helps. You may find it a relief. (I do.) You might let go of the compulsion to fine-tune every policy to adapt to every fresh or intractable transgression—students will still sometimes arrive late, or multitask, or fail to read. You might even notice that the class you’re trying to fix yet again has actually been good, if not downright excellent. I hope that the idea makes it clear that you are likely a fine teacher doing good work under hard conditions with the best possible tools.

But I also think we need to let go of the idea that teaching is perfectible because it has pernicious and unethical implications. Guided by motivational theories, we may create learning experiences that students are willing to participate in. But great assignments are not incantations that enchant the most recalcitrant student to optimal learning, and motivation can too easily skid into coercion. With the most up-to-date digital tools, students may create presentations that dazzle parents, administrators and the public. But slick products don’t necessarily translate into lasting learning well after the product is complete. SMART goals might make the ends of education clear and achievable, if observable and measurable ends are the only ones that matter.

What matters most right now? What can you do with the time, energy, and skills that you have to give under these circumstances? What would you do now if you accepted that teaching is imperfectible and that you are not an unlimited resource?

Upcoming Course Planning WORKSHOP: Balancing Teaching and Scholarship

DUKE UNIVERSITY FACULTY ONLY

Update: this retreat is FULL. To join the waitlist, please email Vanessa Turnier, vrt@duke.edu.

Balancing Teaching and Scholarship: A Fall Course Planning Workshop
Friday, August 9 | 9-3:30
King’s Daughters Inn
For Duke faculty teaching in Fall 2019.
Register here.

At the start of every semester, do you hope that, finally, this will be the one…

…when you don’t get overwhelmed by teaching?

…when you also make progress on your writing and research?

…when you make a realistic plan for how you will spend your time, and then actually stick to it?

In this workshop, I will show you how you can optimize your time and promote student learning. Learn why it’s hard to manage the time you spend on teaching, why you should, and how you can.

Upcoming Workshop 2/22/2019

Teaching with TIME in Mind

Friday, 2/22
1:30-3:00pm
Virginia Tech

You can care about your teaching, and gain some control over the amount of time and energy you spend on it.
In this workshop, we’ll discuss why it’s hard to control our teaching time, how you can, and why you should try it!