An Academic’s Time & Money & Family: An Experiment

Below are the tweets from this morning’s session. It’s the first time that I’ve been able to return to tweeting since January and the 2013 MLA Convention. I’ve been contemplating raising a child by myself, but I needed to see what I could realistically handle both financially and mentally.
  1. This semester, I tested a theory: worked as if I were a single parent. M-F stopped working at 5pm & started again at 9pm-10pm.
  2. No conference appearances, but 1 paid seminar. No paying for my own travel or conf memberships.
  3. I was raised by a single parent, along with my 2 brothers. Without
    immediate family in the surrounding area, I became the support system to
    help with household chores. It was difficult then at 10 or 11 y.o.
    Knowing how hard it was when I was a kid, I wanted to see what happened
    when I did it for myself.
  4. Results: Not only did I get zero research done but also didn’t handle my teaching load well. No bandwidth for emergencies or extra cmts
  5. So, if I decide, on an unsupplemented salary, to raise a kid by myself, I’m screwed career-wise.
  6. interesting. and, I stressed the *entire* semester abt time & money. and declined new service assignments or pedagogical experiments.
  7. I also tallied exactly how much I’ve self-funded travel, prof memberships, etc: $25k over 8 yrs.
  8. I’m astounded that I’ve spent that kind of money on a job that doesn’t allow for cost of living raise. I don’t make that much to begin with
  9. I came to this job with a significant other. But 5 years ago, we split; then the CSU decided to take 10% of my salary for furloughs. Since then, I’ve struggled with rising cost of living in this area. But, I believed in my students and continued to fund research and travel for myself. (BTW, my salary info is available in an online database, along with all of my colleagues, because we’re state employees. Take a look at the English Department salaries vs. those in Engineering or Business. Astounding the massive discrepancy.)
  10. @ricksva not meant to be sad! just eye opening. I used the blocked off time to take care of immediate family emergencies and to train.
  11. @ricksva But, I will never be able to raise a child by myself. That might be the sad part.
  12. For a variety of reasons, I have always wanted children. I thought I might be able to raise one, just one, on my own. I turn 44 tomorrow. It was time to see if I could really do it.
  13. Over the first 7 yrs at SJSU, I worked anywhere from 80-100 hrs/wk on teaching, research, service. This semester, scaled back to 55/wk
  14. I was overwhelmingly enthusiastic about my job at SJSU. The learning curve was huge; I was a little too strict at first; I thought I was fostering relationships with my colleagues. I gave *everything* to the job. Now, eight years in, I try to be generous with my students and my colleagues. My colleagues sometimes make this difficult, but I try to persevere. I find that I’ve had to continue to protect my career from some politics, which is a big mental drain on my energy and enthusiasm.
  15. Unfortunately, during all of this, a parent’s illness devastated our family. Add to that, the primary caretaker brother is being deployed.
  16. And, so the experiment became real life. Mentally, emotionally, financially, I needed to switch gears to help out. But, my parents live in Texas, so being there is not an option.
  17. Last night, a friend asked if I work hourly wage. We figured out, based on my take-home pay, just how much I get/hr. Sobering.
  18. Though on the surface, it looks like I make a good living, after taxes, mandatory 401k contribution, health insurance, union fees, parking fees, etc., I bring home just $5k more than I did as a grad student living in NYC.
  19. I spend $15600 on rent/yr — and that’s extremely cheap in the Bay Area. 8 yrs in, I’m still struggling like a grad student. Add a kid?
  20. My time, tho, was a huge commodity this semester. I’m being asked to do more with technology but very little support
  21. Using technology in any course requires almost double the effort to write the assignments, create new rubrics, know the technology inside and out, trouble-shoot for students, revise the assignment on the fly, find free and/or open source alternatives, rely on student devices, revise the grading structure, revise again.
  22. I was given oppty to submit grant app but w/only 3 wk notice – on top of others requesting just 1 thing = a mountain. No time = no funding
  23. I also missed the deadline for applying to use our only lab. It’s not necessarily the time to write the application; it’s the need for space to think about what I’m requesting and argue for student success in any of the applications. Also, though I have a national reputation in this field, I’m not really consulted in my department or college about Digital Pedagogy. It’s odd.
  24. Also, the MLA is sending me emails about renewing my membership. If I don’t renew by June, I lose my place on 2 discussion grp committees.
  25. I understand the MLA’s need for membership dues, but I just can’t afford the $100-120 in dues (or is it more for me? I can’t remember).
  26. If I give up those committees, I lose the voice of my kind of institution. So, if I chose to fund a family rather than my career, I’m siloed
  27. I sit on the Bibliography Discussion Group and the Computers & Language Discussion Group. Both are primary fields for me. I also can’t attend the conferences. That’s $2000 out of pocket.
  28. P.S. This isn’t sour grapes at all. It’s been a huge realization & interesting outcomes. I need to make some changes
  29. Some of those changes will include reducing the number of fees taken out of my paycheck. I take home only 3/5 of my salary every month. Where does it go?
  30. With my brother being deployed to, well, let’s just say overseas, all of my time, $$ & extra travel funds that I expended on confererences
  31. need to be saved for traveling to my parents in Texas.
  32. Meanwhile, I have 2 major collaborative projects for which I haven’t had time this semester really bc of the teaching load.
  33. My collaborators have been fabulous but sometimes they need answers more quickly than I can get to them or to schedule meetings when I’ve got students scheduled for meetings 2 or 3 weeks out.
  34. and that book already with a contract is due with revisions on Aug 1. I love this work, but there’s just no time to do it all, or do it well
  35. It’s the not doing it well that’s frustrating. I can muddle through the semester, but I’ve had to cut corners with my students and giving feedback. They need more to be successful. But, I’ve been running my courses like an SLAC. Time to scale up to what we truly are: a large state university with big classes.
  36. My #beardstair students picked up my DIY ethos. We didn’t have resources for things like server space so they spent their own $$
  37. that’s not what I want to pass down to them. They really have enjoyed doing DH this semester, but I’m not sure we can afford DH at SJSU
  38. We need consistent access to a lab for DH on campus. We need to *not* equate DH with MOOCs or hybrid learning.
  39. @ricksva I can storify later, if there’s time. I’m supposed to be grading…this is the allotted time for that.
  40. For those wondering, I have tenure, but no promotion. an uninteresting story, but the ramifications are that I didn’t get a raise 2 yrs ago.
  41. But I am doing the work of a tenured professor. There’s not much budget money for raises above what’s guaranteed for promotion (which I think I’m getting this year?).
  42. And just to be clear, most of the 55 hrs/wk went towards in-class, prep, grading, cmt meetings. 4 courses, 4 preps. 2 comp courses
  43. It’s the 2 comp courses that killed me. They were last minute additions to my schedule when 1 course didn’t make enrollment and the other was taken away from me to give to a senior colleague. My department RTP committee has noted that I don’t do well in this type of situation, but there’s been no official mentoring to help me with the comp courses. We’re so beleaguered with scheduling that not much care is taken to foster relationships and career success in our department. There’s just no time to look at that. Plus, we’re fairly riddled with politics like any other English Department.
  44. On top of this, I still have to be vigilant w/in SJSU, protect my career from those who are careless or disgruntled. Causes mental fatigue
  45. When the tenure stuff happened 2 years ago, I was completely surprised. The stories that leaked out of the committee meeting were also surprising considering who said why — those who I thought I could trust. But, in the end, who knows what happened in there for sure. I’ve moved past it but am aware that I need to have a say in the seemingly insignificant things that could impact my submission for further promotion or my national reputation.
  46. @rogerwhitson Oh, no worries over here. Just continuing to fight to make sure that some colleagues are not allowed to hurt my career.
  47. @rogerwhitson aw, it’s okay. Just means that I’m not funny during cmt meetings ;)
  48. @profwernimont yeah, & it was really difficult to stick to the schedule, especially on weekends when I wanted to clear my head for research
  49. @profwernimont the very real situation with the parents blew the experiment to hell a little while ago. [sigh]
  50. @profwernimont that must be a relief! I’m most concerned about the lack of income, though. Too scary if something happens
  51. @rogerwhitson That’s been fun, but pedagogy is ephemeral if there’s no time to write it up or demo in some way that preserves the moment
  52. @Literature_Geek it’s been revelatory. as an experiment, i’ve been able to distance myself & avoid frustration. can’t imagine a kid too
  53. And, this was all just an experiment. Those actually doing single parenting on a 4/4 low-paying salary, I get it now.
  54. Ok, I’ve used some allotted time for grading on this tweeting story. I’ll try to Storify & post to triproftri blog today.

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It’s Not About the Tools: Austin College

Supported by a Mellon Planning Grant, Austin College put together an interesting program for their Digital Humanities Colloquium, February 19-21, 2013. My talk offered ideas for using Digital Humanities in the classroom by highlighting screwing around (Ramsay), failure, playfulness (Callois), bloom & fade assignments (~Nowviskie), and doing the risky thing (Fitzpatrick).

During this afternoon’s post-lunch discussion, one of the organizers, Elena Olive revealed that advice she got while attending the pedagogy session I hosted at the MLA 2012 pre-convention DH Commons session was helpful: don’t revise every class into a DH course; do ONE thing, ONE assignment. Hooray!

Spencer Keralis thankfully storified the entire week of tweeting.

A New Semester in 2013

We started our Spring semester a week ago, officially.

I’m TEACHING Introduction to Literary Criticism again and have promised these English majors that we will not engage in too much screwing around because — well — the material is just too much to throw some technology in there. Also, this is a staple course for me, and the only one that I repeat every semester. Since I’m teaching a 4-course, 3-prep load, it’s better that I don’t revise every course. This year, though, I moved that course from HTML pages on the SJSU server to a WordPress blog. Since I’ll use this course information over and over, it pays to have it in a format that can be re-purposed next semester.

Food & You (#foodyou on Twitter) frosh comp part 2 makes another appearance this semester. I’ve learned from the last two semesters of teaching this course what to do — less is more! We’re keeping things like interviewing someone at a farmer’s market and adding in a daily scribe, someone to take notes and post the whiteboard markings to a daily class notes page on our wiki.  Northern California is an incredible place for fresh and varied foods, so I always look forward to teaching this class. This time around, we’ll focus more on writing and less on eating. (The tastings are gone for the sake of the schedule!)

The first section, meeting at 10:30am, is gleeful and exploratory. They requested that Instagram be one of our digital tools, in addition to Yelp, Twitter, WordPress blog, PBWorks wiki. I’ve even crafted a Wikipedia project — they were all flabber-ghasted about that. The second section, meeting at 3pm, is cynical and a bit skeptical about the world of food and this digital revolution (and more than a few sleep in class — which will end). It should be interesting to run two sections and have these students comment on each others’ blog posts and recipes.  Some of them already know each other across sections, too. Let’s see what unfolds for the semester!

And, I’m most excited about the BeardStair Introduction to Digital Humanities and Scholarly Digital Editions (#beardstair on Twitter)! We have a great group of 10 students with varying degrees of technical expertise. They’ve just posted their first blog posts about defining digital humanities. And, Matt Kirschenbaum and I are working on ways to get our two sets of students communicating — perhaps through blog comments? Matt is teaching an Introduction to DH over at MITH, University of Maryland.

I’ll be blogging each week along with the BeardStair group. Check out my pedagogical leanings over there this semester.

Oh, and I have a few WRITING PROJECTS to finish up. Why do we do this to ourselves?

  1. an article on digital pedagogy at a non-R1 university for Polymath;
  2. a special cluster of articles on feminism and Digital Humanities co-edited with Jacque Wernimont;
  3. my long-suffering MS on the literary history of literary annuals due with revisions in June to a UP;
  4. a revised version of an article for Textual Cultures on editorial taste in literary annuals;
  5. a severely revised contribution to Debates in the Digital Humanities online version, at some point, about digital pedagogy, I think. (This one is a mess!); and
  6. continued blogging with FairMatter, a Norton Publishers blog; and finally,
  7. the work on a big digital pedagogy project co-edited with Jentery Sayers, Matt Gold, and Rebecca Frost Davis — but this is a super-secret project, kind of. Well, not really. But details will be released soon!

I’ve carved out Monday and Wednesday mornings to work on some of these writings. The afternoons will be given over to meetings and commenting on student blog posts and grading and extra student meetings. Tuesdays and Thursdays, all day, are teaching days. Fridays, well, I’m so fried by then that I can do nothing but grocery shop and administrative teaching stuff (such as re-formatting wayward HTML).

In between, I’m headed to Austin College to be part of a week-long workshop on Digital Pedagogy, THATCamp Feminism West (if I can scrap up funding) and then to the Digital Humanities Conference in July (at University of Nebraska-Lincoln) to participate in a roundtable on Feminism & DH with Dene Grigar, Jacque Wernimont, & Kathi Inman Berens. This is our annual HUGE DH conference, and it’s very difficult to get into these days. So, I’m happy to be among the crowd, but also to have a chance to sit down with some of my favorite people, possibly get some cooking in there with Steve Ramsay and others.

[CAVEAT: I've been thinking long and hard about the fact that I've financed my own travel for most conferences over the last 7-8 years, and I just can't do it any longer. sigh]

On the personal side, lest you think I’m all work and no play, I’m gearing up for another season of racing half ironman triathlons (or 70.3 — as in the number of miles). This is all working towards racing a full ironman triathlon in 2014 in New Zealand. Yes, yes, this is what I do for fun. It means running, biking, and swimming at least twice each week. It’s what keeps me sane. And, not to rub it in East Coasters, but we have the weather to do it! :-p::::

Final Projects in TechnoLiterature

  1. SAMPLES OF STUDENT PROJECTS:
    As first and second year students, most of them have a fairly rigid idea about education. So when I proposed that we would spend 4 weeks or more playing an MMORPG at the conclusion of the semester, they all thought I was just a bit odd. But, today, they talked their way through some complex ideas comparing the elements of Diablo III to one other text (The Bug, Clockwork Orange, Passion of New Eve, “Prometheus,” or Frankenstein). I’ve blogged throughout the semester over at Norton’s FairMatter about this, a Brit Lit survey course, and my pedagogical ethos of “screwing around.”
  2. triproftri
    listening to final projects in TechnoLit: Diablo (in Diablo III) compared to Victor Frankenstein, both as the same type — interesting
  3. triproftri
    Interestingly, they have max of 3 mins to overview of final project but don’t have to take all 3 mins. everyone is taking their 3 mins!
  4. triproftri
    They can talk their ideas with complexity & depth. wondering if this translates into their writing. hmmm…
  5. triproftri
    now, one is discussing the gender differences between the male & female barbarian in Diablo III — or lack of differences.
  6. triproftri
    she’s showing a screencast video of the game play for both. then made a video
  7. triproftri
    No one wants to be the female barbarian because she’s not attractive — that’s part of the thesis in this project. (interesting!)
  8. triproftri
    I asked them to be creative w/technology but then didn’t demo how to do things like screencasts bc wanted to see if they could figure it out
  9. triproftri
    Wel, well, well, about 1/3 of them did screencasts (some came to ask me about it). These frosh are more willing to play (?)
  10. triproftri
    Next up, a technolit-er has made Clockwork Orange into a game like Diablo III
  11. triproftri
    Interesting: clothing in Diablo III & Clockwork Orange. Alex wears odd stuff to differentiate himself but D3 hero adds clothing for power
  12. triproftri
    A common idea: zombies are evil in Diablo III even though they lack free will in being turned & attacking the hero. interesting
  13. triproftri
    This semester, we turned the anti-hero into the hero — well, because technolit-ers seemed to like these anti-heroes better.
  14. triproftri
    For this student, our modern-day hero is ultimately the dark, anti-hero.
  15. triproftri
    Next up: comparison between Victor Frankenstein & the female Wizard in Diablo3 – complete opposites. who’s more successful at the quests?
  16. triproftri
    Now, comparing the Monk hero in Diablo 3 to Alex in Clockwork Orange. The Monk doesn’t have a backstory, only mythology. interesting
  17. triproftri
    Another student says: Diablo III is a world that’s in desperate need of heroes. In Clockwork Orange, need for heroes but less desperate
  18. triproftri
    Woah! Not only did 34 of 37 frosh finish this course all the way to the end (which is unusual for SJSU since we have a dropout rate of 55%)
  19. triproftri
    but just got 4 hugs & 5 handshakes for an awesome class (that has *NEVER* happened). I’ll take that, you sappy lil frosh….
  20. triproftri
    Started this year w/a sabbatical & goal to evolve/rise above/lighten up. These frosh make me think might have achieved that a lil bit?
  21. triproftri
    Now, I wonder if I converted anyone in my frosh gen lit course into an English major?

Collaborative Project on 19th Century Materials Assignment

Assignment from British Literature 1800 to Present (a lower-division English major required survey [1 of 4])

Resulting Student Project:

Louisa Henrietta Sheridan’s The Comic Offering: Satire Without Bite

Instructions:

Collaborative Project on 19th-Century Materials

Often in literature surveys, we get caught up in reading only from the anthologies supplied to us by major publishing houses. But how are the literary texts selected and what is it that we’re missing when we read an editor’s version of literature? This semester, we’re going to find out. Using my collection of original 19th-century newspapers, literary annuals, seralized novels, and magazines, groups will investigate the materiality of the text as 19th-century audiences would have experienced it – complete with advertisements, crappy newsprint paper, disappearing ink, and incendiary topics. Instead of calling this a group project, we’re going to work on “collaboration,” an instance where a group of students come together to discuss and enhance each other’s ideas (rather than divide and conquer a project without every speaking about the topic). To facilitate your success in this new type of environment, use the collaboration/teamwork rubric. Each group will be responsible for taking care of the rare materials and finding a focus about which to research and analyze.

Read more…

Tweeting as a Character

This semester, I’ve asked my British Literature survey students (1800-present) to take on multi-media forms of print culture. We began with a groovy 19th-century material collaborative project (which I’ll blog about in a bit). After we discussed reading practices and print culture, we moved into another form of media: Twitter! Read more…

Revising Brit Lit on the Fly

  1. This summer, I decided to revise one course completely: English 56B British Literature 1800-Present. I’ve been writing about it here and over on the FairMatter blog. When we began the semester, I was really excited about these new types
    of problem-based research projects. But because of the room layout, we ended up in a physical dynamic that will plague us all semester. This is the *only* course that’s not working in terms of class dynamics. They look bored and seem terrified to talk. This wasn’t happening in my other two f2f courses. What’s going on? They’re English majors! So, I tried something yesterday that was surprising. Read more…
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