Wednesday, June 30, 2010
Wednesday, June 23, 2010
To my mind, this is a more complicated situation than students picking up inadequate study skills or teachers just teaching to the tests. Students are often surprised that learning a subject requires learning a sequence of increasingly more sophisticated models, or increasingly more sophisticated analytical techniques or methods of approximation, or what have you. Learning the next chunk of knowledge in the line is not just a matter of adding more on, but also of recognizing the problems with the chunk of knowledge you learned before. This is a surprise to many students...
One conclusion of this study, that student evaluations of faculty performance don't indicate that the students have learned all that we want them to, is no surprise at all. This is part of why institutions that care about teaching hardly ever rely on student evaluations of teaching as the only source of data to evaluate faculty teaching. (At my university, for example, there is regular peer reviewing of teaching, and these peer reviews are important in retention, tenure, and promotion decisions.)
Thursday, June 10, 2010
Most of the time, the life of a female philosopher at a philosophy conference is the same as a male philosopher’s. Schmoozing, rehashing the last talk over coffee, last-minute work on your paper.
So, how can you tell that you’re a female philosopher at a conference?
1. At the Eastern APA, do you get on the elevator and realize the other philosophers are silently staring at your chest?
2. When discussing your talk with the commentator before your presentation, does a friend of the commentator walk up ask you “Who are you here with?”, meaning “Which male participant are you an appendage of?”