Kent State Bookstore Grinds My Gears

January 21, 2010

Mr. Japanese Sea Cow and I are visibly upset over not being permitted to buy a fucking Ampad notebook from the Kent State University Bookstore in the Student Center Complex, because I wouldn’t put my backpack in their “Place Bag Here” wooden cubby hole matrix. First, I disagree with the attitude that the bookstore takes toward students and anyone else who may be carrying a backpack–obviously, women are permitted to carry their bags into the store, large and small. I realize that many bookstores on college campuses have these bag areas with the idea in mind to reduce shrinkage. There are other, more effective ways to reduce shrinkage without overtly labeling all potential customers are thieves. Second, the Kent State Bookstore in no way assumes any responsibility for my bag and its contents, which includes a laptop, iPhone, books, notes, tools, etc. That’s right–tools. I don’t want to appear hypocritical–not wanting to be viewed as a criminal, yet distrusting others with my things out of sight at the front of the store by a heavy traffic, public area, but there is a difference–the store has substantial capital and the potential means to effectively protect their goods without criminalizing all who enter their premises. I, on the other hand, do not have the capital to run the individual risk of someone purposively or mistakenly lifting my nondescript black backpack from a public space unattended. I can, however, hold on to my bag and dutifully give others respect as human beings and fight the urge to steal, which apparently the bookstore is afraid that I cannot control. Third, I’m particularly troubled by the fact that students obey the signs and leave their things at the front of the store. I didn’t stand there after my altercation, so I don’t know how many were rebuked, but a girl in front of me was also reprimanded. However, she went back to the front and left her bag. I, on the other hand, left vowing never to return. Oh yes, I have voted in the market by taking my $3.50 elsewhere, and I will, going forward, tell my students to seek their books from businesses that give them respect as individuals and not treat them as criminals. By putting de Certeau’s theory of individual choice into action, I believe that I am effectively sticking it to the Kent State Bookstore and its attack on respect for persons. In my best Ricky Bobby voice–”Alan Wilde, save me with your magical powers of irony!”


NASA Speaker Professor Jay Reynolds Visited My Writing Classes Today

December 3, 2009

Thanks to NASA’s Speakers Bureau, Professor Jay Reynolds of Cleveland State University and the Glenn Research Station agreed to visit my two intro writing classes today to talk about America’s return to the Moon, current research on Mars, and investigations of asteroids and protoplanets, which is what Prof. Reynolds is at the present involved in with the DAWN mission to observe Vesta and Ceres.

I asked Prof. Reynolds to speak to my classes about some of the things taking place right now at NASA, particularly in relation to NE Ohio, where the majority of my students are from, and to give some context to the work that NASA does. He did an excellent job of this in his two presentations today for my students. Based on the subjects that he covered, I believe that he filled in many gaps that I either didn’t have the time to cover or those things that didn’t occur to me at the time as my classes worked their way through Arthur C. Clarke’s 2001: A Space Odyssey and Kim Stanley Robinson’s Red Mars as part of the “Space Exploration and Your Future” theme of my intro writing classes.

Prof. Reynolds demonstrated his depth of knowledge about NASA and its missions while also engaging broader economic and political interests in response to questions put to him by my students. He displayed a contagious abundance of energy and excitement about his work and the work taking place at NASA that I believe carried over to some of my students in the two classes.

At the beginning of his presentation, he began simply by asking my students what they thought of the unauthorized, yet mission making, Apollo 8 picture of the gibbous Earth next to the lunar surface [find it here] and the Apollo 17 image of the fully illuminated Earth [find it here]. What he stressed with these images was that our missions to the Moon turned into missions about the Earth. Our going out there gave us, meaning humanity, a new perspective on our planet and ourselves as co-inhabitants of what Carl Sagan termed a pale blue dot.

He discussed the Space Shuttle, Saturn V, and Ares I and V launch vehicles [see my Lego versions here] in detail, which elicited many questions between the two classes. Other questions included: How safe are the launch vehicles? Why did we go to the Moon? Does anyone own the Moon? What do you do with Helium-3?

Prof. Reynolds’ presentation ended with a discussion of asteroids and the importance of locating and tracking those objects which cross or may eventually cross the orbit of the Earth. This is related to the work that he does for NASA with the help of undergraduate and graduate students from Cleveland State University in conjunction with the DAWN mission [some related info here].

I am thankful that NASA can make a special event like this possible, and I am especially grateful to Prof. Reynolds for taking the time and energy to drive down to Kent and spend the afternoon with my students. It was a terrific occasion to close out the Fall 2009 semester for my students.


KSU Writing Classroom Improvements

September 15, 2009

Thank the maker–my first class students had unimpeded wireless access in SFH, and our peer review exercise went off largely without a hitch. I’m very happy that I was able to use that computer classroom without any technological hiccups.

My second class is busy working on their peer reviews now, and they are all busily engaged with each other’s essays. But what would this post be if I were not to complain about something–the desktops in MOU should have the default Microsoft Windows XP games disabled. I would rather my students have “underlife” talk after completing an assignment rather than playing a throw-your-brain-into-neutral game of solitaire.

And one concluding question: Why do computer support folk have to be jerks? This isn’t a universal rule, but it a widespread malaise that appears with a variety of stenches. I encountered the kindergarden teacher routine today, when I asked for help getting the projector to mirror the computer monitor. If the podium in these otherwise nicely equipped computer rooms wasn’t a Frankensteinian agglomeration of multiple breakout boxes and wires that must be configured in just like a sudoku puzzle for the proper video source to be projected. I wouldn’t be quite as upset about this if the tech didn’t use a normal tone of voice with her assistant and would code switch into a condescending cutesy voice when she would turn back to me.


KSU Information Services, Please Increase the Wireless IP Pool

September 10, 2009

Today, I finally learned that another issue may have been contributing to my computer woes in SFH 213. Apparently, the IP address pool for wireless network connections at KSU has run out of addresses, but a greater allocation of IP addresses for use on the wireless network should be in place by Monday.

As in my previous SFH classes, my students and I roll with the punches and switch to the tried and true method of writing on paper. With their daily work on pulp, I ask them to type up their scribbling on vista when they are online in the dorms (I wonder if this IP allocation issue is affecting the dorms–I understand that not all students use ethernet). This extra step with writing, as I told my students in that class, may actually help them develop their writing further, because it adds another layer or step to their production of text. I encourage them to consider what they wrote in class and how they can make it better or write it differently when they are transcribing it on vista. Considering this, it will be interesting to see how my two classes develop if the computer connectivity issue continues.


2009 KSU Writing Program’s Pre-Semester Workshop

August 24, 2009

Today, KSU’s Writing Program sponsored the 2009 annual pre-semester workshop for all writing instructors. This year it was held the Monday prior to classes, as opposed to the Friday before classes, which I believe works out much better for instructors including myself who take something from the workshop and incorporate it into our syllabi.

There were two break-out sessions–one in the morning, and one in the afternoon–with a number of interesting and practical modules. I decided to sit in on Uma Krishnan’s “Multimodal Projects and Ideas” and Eric Smith’s “Using Chat Rooms and Bulletin Boards.”

Uma made the point that we should not hold our students back when they are evidently capable of doing much good work, which was evident by the array of multimodal projects strewn around the classroom. There were videos, posters, a necklace, and even a dress–all created to emphasize or elaborate on the research and writing component of each of those particular student projects in her 11011 and 21011 classes. Despite some technical difficulties in the classroom, Uma gave us a very well thought 0ut presentation, but I believe that I am only going to take multimodality so far in my own classes. This has nothing to do with Uma’s presentation, but my own concerns about multimodality in the entry-level writing classroom.

Eric’s presentation, also beset by technical difficulties and indicative of the problems inherent to using computers in the classroom with folks who are not computer savvy, was a top notch introduction to the chat and discussion board possibilities with the classroom software, Vista 8. Based on what I learned from Eric today, I will switch my classes over to Vista this Fall so that the classroom will be completely paperless from syllabi to daily assignments to portfolio projects. I believe that this shift will allow my students to do more work in the classroom with daily prompts that build up to their larger assignments, and it will allow me to more efficiently read and respond to their work (in the past I have relied on paper in my first semester teaching, and email in the my second semester teaching). Additionally, a paperless classroom will save some trees and hopefully prevent or reduce the likelihood of getting sick by handling so many students’ papers. This is nothing against my students–I don’t think you are any more ill than any other group of persons in the population, but there are many of you who come in contact with a lot of other folks and you then hand me papers in effect handled by you and potentially a lot of other folks–but I want to remain healthy throughout the semester.

One thing that I do enjoy about the annual writing workshop is that it is the one time each year when adjuncts, LSRP grad students, and literature grad students are all in the same place at the same time. As much as I unreservedly want greater solidarity among the literature graduate students at Kent State, I also feel that there should be more cooperation and interaction between the groups on both sides of the aisle–rhetoric on one side, and literature on the other. What can we do to facilitate more coming together like this, and even better, how can we work towards more professionalization through research and publication involving members of both pools of graduate students?

And, this is Brian Huot’s final year as KSU’s Writing Program coordinator. Brian helped me out a lot in the 61094 teaching college writing course, and as my mentor when I first began teaching college writing at KSU. I haven’t been at KSU long enough to see the metamorphosis of the KSU writing program under his direction, but I can certainly see that things are electric at this point when his term is ending.

Unfortunately, I didn’t win any of the door prizes, but the new utopian studies guy, Alex, won something, and Seth got a sweet daily planner. John walked away with the grand prize. Maybe I’ll have better luck next year!


AGES’ Second Annual Graduate Student Research Symposium

April 11, 2009

Christa Teston sent out a reminder about the Association of English Graduate Students’ second annual Graduate Student Research Symposium at Kent State University.  You should join us, because I’ll be there representing the English Literature folks with my “Time Enough for Twitter:   Postmodern Science Fiction and  Online Personas” essay from ICFA.  Last year, I presented my Transformers/Post-9/11 essay, which I presented at ICFA in 2008.  I detect a pattern forming.  Here are the details for the symposium:

Hi Everyone,

Please see the attached flyer and program for AGES’ second annual Graduate Research Symposium (sponsored in part by Graduate Student Senate). AGES is really excited to have five participants this year from three different programs! Come and show your support for your students/colleagues, enjoy a bite or two to eat, and engage in what promises to be a really interesting afternoon of scholarly collaboration! Please distribute this informationwidely!

Date: Thursday, April 23
Time: 12-1:30pm
Place: 209 Satterfield Hall

Best,

Christa


Supposedly Different College Writing Classroom Dynamics

April 5, 2009

My hypothesis walking into my two classrooms in Moulton Hall at Kent State University this semester was that my morning classroom would facilitate discussion better than my afternoon classroom.  The reasoning behind my assumption was that the morning classroom has a great big central table with almost enough room for my 25 students to sit around it, and the afternoon classroom has “United Nations” style forward facing rows of tables in a distance learning enabled room.  My experience as a student and hearing others’ experiences led me to believe that sitting in a circle, so that all classroom participants, students and instructor, may see one another, produced better discussion.  It seemed like the traditional classroom layout of students facing forward and seeing the backs of one another’s heads stifled inter-student discussion and promoted instructor led lecturing.

img_0535Morning Classroom

img_0536

Afternoon classroom

Now that we’re about to begin week 11, I have found over the semester that the conversations and discussion in the classrooms are nearly the same.  I suppose that it comes down to the students and the instructor.  My morning students talk just as much as my afternoon students.  In both cases, sometimes the conversation takes off organically, and other times I employ wait time, begin with writing prompts, or call on individual students to begin the conversation.  The one thing that I have noticed the most is that students in my afternoon class might develop sore backs from turning around in their chairs to see who’s talking or to address another student directly.  

There are a myriad of other possibilities that could contribute to the way my two classes engage in discussion despite the different classroom configurations.  My concern about the different classroom layouts may have contributed to both classes having good discussions, because I may have tried to get the afternoon class more energized or my observation and reflection on the earlier class may have honed my approach in the afternoon class.  Additionally, the students in the afternoon class may be a group of students that don’t need face-to-face contact to engage in lively discussion.  

This is certainly not an extensive survey of classroom dynamics, but it was a lesson that I was glad to learn and wanted to share.  I want both of my classes to be active and I want my students in both classrooms to have an equally positive and enriching experience.  I’m very glad that my assumptions about the classrooms didn’t come true.  

A short note on recent classroom activities:  This past week, we had a slow march into Arthur C. Clarke’s 2001:  A Space Odyssey, because I wanted to engage the students in two short writing assignments based on a documentary on the film version of 2001 that showcases the technology they would encounter in the book and film (which we will begin watching Friday), and a passage from the book on dissatisfaction and using our imaginative foresight to devise personal plans for overcoming person dissatisfactions.  This past Friday, my students shared their short dissatisfaction essays out loud in class, and we had some fruitful conversation in both classes based on that work.


Stephen R. Donaldson at Kent State University

October 22, 2008

Stephen R. Donaldson, the well-known SF and fantasy author of the Thomas Covenant series, visited his alma mater today, Kent State University.  Before the glitz and glamour of professional writing, he was a graduate student at Kent State.  He earned his MA in English Literature here, and he began his PhD in which he was studying the works of Joseph Conrad.  Now, he’s an award winning author, and Kent State library curates his manuscripts and papers.  

This afternoon, Mr. Donaldson met with about 10 to 15 students and faculty in the NEOMFA office in Satterfield Hall.  I made a point of driving into campus today just for his visit, and I was very happy that I did after listening and taking part in the enjoyable conversation.

During the conversation, Mr. Donaldson talked about how he made a point of studying authors whose works he liked and respected in order to figure out how they did things rather than going into a creative writing program to hone his writing skills.  In particular, he commented on his studies of Joseph Conrad and Henry James.  When asked about The Mirror of Her Needs (1986), he mentioned some of his influences in the writing of that novel were Alfred, Lord Tennyson’s Idylls of the King, which has a great respect and love for but not Arthurian legends in general, and Kurt Vonnegut’s Breakfast of Champions.  

When asked if any of his books might be made into movies, he didn’t think that would happen.  He said that he would get an ego boost if it did, but then feel let down when the film didn’t replicate his work honesty.  He went on to say that movie adaptations of books are reinventions or recreations of the works that they take as their object.  In his case, a director that makes one of his books into a movie would be creating something that was theirs, and that’s okay.  As an example, he talked about Peter Jackson’s Lord of the Rings trilogy.  Essentially, Peter Jackson created something new that isn’t the same thing as Tolkien’s novels–that if you read the novels you will feel something different than what you feel when you see the movies.  Why is that so?  It has to do with the differences in media.  In books, you can get into the head of a character, which you cannot do in a movie.  On the other hand, movies are able to combine sound effects, special effects, visuals, cinematography, and music–all overlaid one another–to create something different than what you get in the linear word-by-word world of books.  It’s not to say that one is better than the other, but rather they have different strengths and weaknesses.

When asked about completing a book, he remarked that, “It’s a lonely place at the end of a book.”  I knew that there was a lot of housekeeping tasks including copyediting, proofreading, etc. that take place after the manuscript is finished, but Mr. Donaldson said that there was a real “so, what have you done for us lately” attitude by publishers to authors when I book is done–meaning, when’s your next book going to be ready?

I asked him what his thoughts were on the recent court case between a Harry Potter lexicon writer and J. K. Rowling and her publisher.  Mr. Donaldson said that he wouldn’t take the time to deal with something like that if it came up in regard to his own work, but he talked about why Rowling and her publisher got pissed off in the first place.  Had the lexicon author, Steve Vander Ark, approached Rowling’s publisher with the idea rather than skirting them and approaching another publisher then there would have been the possibility of his lexicon coming out.  As it was, there was a broach of professional courtesy and the attempt at circumvention of the rights of the author and publisher.  Also, the money issue, which is a non-issue for Rowling and her Scrooge McDuck swimming pool of money, but it would have been a more real issue for her publisher.  So, had Ark made the proposal to the publisher with a stipulation that the author could give final approval of the factuality of the lexicon entries then he would have been on much stronger ground than putting it out through another publisher, RDR Books.

His last thought before leaving for his next scheduled stop around campus was that, “storytelling is our number one survival skill.”  Stories take on many different aspects of our lives from the mundane to the more fantastic.  I think this is even more poignantly made clear in the documentary that I recently saw called Darkon, which is about live action roleplayers, or LARPers, in their game and “real” lives.  I agree with Mr. Donaldson’s idea, because it’s the stories that we tell that make meaning for and about our lives.  And, it’s for that reason that I feel that I’m drawn to the study of SF and the stories that we tell about the only literature that, as Mr. Donaldson pointed out, “presupposes the future.”

I didn’t have an opportunity before his alloted time was over to mention this, but his elucidation of the decline in book sales across the board reminded me of a conversation I had a couple of weeks ago with Mack Hassler.  I am definitely integrated in a technological circuit, but I turn back to books to find the stories that I’m interested in.  Furthermore, the stories about technology are in books–pulp–paper.  Mr. Donaldson didn’t have an answer about the future of narrative forms and media (who could?), but the fact is that it appears, particularly with Border’s recent announcement to decrease SF and Fantasy stock in its brick-and-mortar stores, the current SF/Fantasy boom-bust cycle is on the bust side of things.  I don’t know how much this has to do with changing reading habits, non-reading habits, online and gaming culture, or the economy’s continuing nosedive trend.  I guess we’ll have to wait and see, or if I’m feeling entrepenureal, perhaps I’ll take it in the next big direction.

Many thanks to Mr. Donaldson for taking the time to speak with us today, and thanks to the folks that made his visit possible.  We sorely need more author visits to Kent.


2001 A Space Odyssey and College Writing

September 25, 2008

One choice that I wanted to adhere to in designing my first college writing course was that I would have my students read some Science Fiction.  Since I settled on the space exploration theme for the class, I thought that Arthur C. Clarke’s 2001:  A Space Odyssey was the path of least resistance to bringing SF into the writing classroom, particularly when the majority of them had never read SF (a suspicion confirmed by talking with my students).

I assigned the novel as part of the second unit of the course, in which my students will write their second formal essay.  Over the course of two weeks, I have my students read one (during the week) or two parts (over a weekend), and we come together to talk it over in class.  In addition to the text, I bring a lot of materials to class such as documentary videos and still images from the Kubrick’s film and astronomy observations.  Also, I bring my science background to class, because my students have had many poignant and spot-on questions about the science that takes place in the novel.  The integration of science, which they should have had some exposure to in high school, into the writing curriculum allows for another level of instruction in addition to the tremendous, yet not impossible, amount of writing that I require of my students.  Also, their curiosity about how and why things work the way that they do is leading them down the path to developing better critical thinking skills.

I can report that there have been good days and bad days in regard to our discussions on the novel.  A large part of that is my own lack of experience in leading discussion, using wait time, and encouraging my students to think about things before class through tailored assignments.  I spend a lot of time, a whole hell of a lot of time, planning my classes.  My student’s weekly two page journals have been an invaluable resource for altering course when one thing works better than another, because I can get their reflective feedback on things that we do, in addition to my own observations of class and my performance.

As much as I’ve enjoyed using 2001:  A Space Odyssey thus far in class, I’ve now come up against a wall regarding their next writing assignment.  I have a couple of ideas, but I will have to narrow these down tomorrow and put together a handout to give out on Friday after we finish talking about Bowman’s exit and return through the Star Gate.

This returns us to planning.  I’m still grappling with finding the appropriate time to devote to class planning and responding to my students’ work.  I can confidently say at this point in my burgeoning professional career as a teacher and researcher that I cannot meet my students on the page with the same intensity and time as someone such as Carmen Kynard, who writes about her work and experiences as an instructor in her article, “‘Y’all Are Killin’ Me up in Here’:  Response Theory from a Newjack Composition Instructor/SistahGurl Meeting Her Students on the Page.”  I wish that I could, but there isn’t enough time in the day (and I’m only teaching one course–Kynard writes about having 140 students!).  I spent approximately 10 hours evaluating my students’ first essay, and I regularly spend at least an hour and a half to two hours prepping for each class.  I realize that this is my first time teaching, so I’m building up an archive of materials and methods of teaching that I will be able to remix and re-purpose in future classes, but at this point, it all seems rather overwhelming to me.  I want to give my students my all, because I expect no less from them.  On the other hand, teaching is only one aspect of my PhD career at this point, and I have to engage the courses that I’m taking and produce my own work for those courses (and conferences–I still have to rewrite my Transsexual Technologies paper for SLSA 2008).

So, that’s my report thus far from a lone spaceman in tiny pod floating in space and feeling many millions of miles from home.  Luckily, my shipboard computer didn’t try to kill me, but the stresses of second year PhD life are taking its toll.


What I’m Working On

June 16, 2008

Even though it’s Summer 2008 that doesn’t mean that I’m taking an extended vacation!  This summer is jam-packed with writing, conferencing, and class.

  1. Course work:  Teaching College Writing with Professor Brian Huot.  I’m taking a class in preparation of teaching the introductory college writing course in the Fall at Kent State University.  I received an appointment beginning in the Fall that pays for my classes and gives me a stipend in exchange of carrying a 2-1 teaching load.  This Fall will be my first college teaching experience, and I’m feeling a mixed bag of excitement and trepidation.  However, the excitement is taking over as this course progresses and I learn more pedagogical theory and nuts-and-bolts teaching practices.
  2. Writing:  I’m preparing my much traveled conference paper, “Michael Bay’s Transformers, the Global War on Terror, and the New Post-9/11 SF Narrative” for publication.  I promised this to Sherryl Vint, co-editor of Science Fiction Film and Television, at IAFA 2008 in March.  My plan is to send this off in the next two weeks.
  3. Writing and Conferencing:  I’m turning my paper, “We are All Nomads:  Computers, Orientalism, and Nomadology in Mike Resnick’s Ivory” into a conference length work.  I’m presenting this at SFRA 2008 in July (on my birthday).  This will require a lot of elbow grease, but I’m confident that it’ll come together before I begin the long drive out West (yes, I want to go on a road trip after I finish my Teaching College Writing course over Summer I).
  4. Writing and Conferencing:  Andrew Pilsch emailed me on Facebook awhile back about doing another panel at SLSA 2008 in the Fall.  Last year, Chris Van Acker, Andrew, and I were on a panel together, and it was a blast.  Andrew has some kickass ideas for a new panel, and an even more knock-dead paper idea.  I just sent him a draft for our panel proposal along with an abstract of my publishable-length paper, “Transsexual Technology:  The Political Potential of Gender Shifting Technologies.”  That’s another paper that needs a significant reduction, but I’m looking forward to getting some comments and questions on it.

UPDATE

My CRS kicked in and I forgot to mention this:

5.  Reviewing:  I’m looking forward to reviewing Sonja Fritzsche’s Science Fiction Literature in East Germany for German Quarterly!