Category Archives: Teaching

Last Week

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It is the beginning of the last week before I move. Monday July 28 is moving day.

It is a bizarrely cool morning here for July, nice to sit outside with a small sweater on.

This has never been a perfect house or yard, something has always been asking for my attention. Maybe all houses are like that. But it has been a pretty house, and often a pretty yard, and I am grateful for my years here.

We had a party on Friday from my math colleagues, and a picnic Monday from my bicycling colleagues. I have been very loved by many people. In ways I have undoubtedly not appreciated. I am grateful, very grateful for that.

I am grateful to have found a missing part of myself in teaching. Grateful to the colleagues who helped me get started. Grateful to those who supported my efforts and told me I was doing a good job. It’s been a journey, and it isn’t done yet.

I am grateful for my colleague with whom I am researching. I still feel like a baby researcher, unsure of myself or my worth. Thank you for your trust and belief in me, and willingness to work with me and help me find my feet. After many situations and experiences which haven’t fit, I am grateful to be here, scared of screwing up, but using my lessons from before to try to do a better job.

I am sorry to leave this place, sorry to leave this section of my life. I know there is a new section ahead of me, and many adventures to have, but walking into the unknown is hard for me. Being lonely is hard for me. It will take time to make new friends and feel like I am secure in a new start.

I am grateful my colleagues there are planning a warm welcome — they will help me move in. That’s amazing. Thank you.

Now I need to get to some packing and sorting for today. After all, I only have about a week left.

Learned Behavior

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I was talking to a friend the other day about family, and about the trainwreck that is my immediate family. I don’t know if some of the siblings talk to each other, but I know a lot of us don’t. I’m not even sorry about that, at least not any more. I feel like I tried. I know some of the what went wrong and how, but I am also sure I don’t get all of it. One thing I know is that I don’t have to stay in the middle of this mess and let it keep hurting me. I have an obligation to do what I can for Dad, as best I can, until he passes, which means some limited interaction with the others, as required. Then it is time to move on.

I wonder sometimes what my parents and my Dad’s first wife were thinking. Surely you don’t go into it thinking you are going to have kids that are never going to care to speak to each other again when they grow up. I can remember my mother trying to micromanage my relationship with my younger brother. It never worked. She never stopped. I know she’s a lot of the reason for tension with the older kids, and with very good reason.

One thing I do know is that you cannot create relationships for other people. You can, if you are the authority figure, create an environment in which healthy relationships are possible. You do this by creating a community of respect for individuals and differences. You do this by leading by example. You do this by respecting and valuing the other members of the family or community, and trusting them, by and large, to figure things out and do what’s right. To want to do what’s right.

You have to love and respect yourself, with all your flaws and weaknesses. Everyone has these. If you can’t love your vulnerable, imperfect self, you will have a hard time teaching anyone else to love themselves. And if you don’t love yourself, it is mighty difficult to love someone else.

I wonder sometimes how it is for my siblings’ kids. I think it is better and healthier than it was for us, and I hope they have better relationships between siblings and cousins than I have had.

I am often sad that I never had a family. Sometimes a small voice whispers that maybe it is a good thing, looking at the past. Mostly I believe that it just is — nothing I chose, nothing I had real power over, a sign, if anything, of a changing world where often our values and what we want and expect for ourselves hasn’t quite caught up with modern day reality. Sometimes a louder voice whispers that if I had the chance, I could have done it, not perfect, but with a lot of right.

My realistic voice says to take this lesson into my classroom and my relationships with others. Love myself, create the environment where healthy relationships are possible. And hold on for the ride, because you never know what will happen next, who will come into your life. Give love freely, and accept it gratefully. You never know how people will change you, if you leave yourself open to love and change.

Death and purpose

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Last night I found a geocache in a cemetery, and this sparked a conversation about death. Or, rather, about what my friend wants to have happen to her when she dies. She’d opt for cremation, and has plans for friends to help her husband with her collectibles. Such a calm, reasoned plan in the face of the inevitable, and I envy her equanimity.

Me? I don’t even like to think about it. Thinking about death, most specifically mine, still has the power to provoke an anxiety attack. I’m not ready to face it. I believe in real death; that you disappear from this world. We will leave it and be forgotten entirely. Not immediately, but certainly by the time the sun dies its death. By that time, no living being will remember us and whatever influence we had will long have faded into nothingness.

Religious adherents may be tempted to argue with me at this point, or tell me to find God and find comfort. I’ve spent years thinking about that aspect of the situation. If that works for you, great. That line of argumentation has never worked for me nor resonated true with me. I don’t believe, and I’m not going to sacrifice a heart-felt truth for comfort. Do you prefer comfortable lies or uncomfortable truths? I prefer uncomfortable truths.

Except that, when I can, I would avoid thinking about this one.

But even believing that in the end we disappear, there is still the question of what is my purpose in this here and now. I do not choose to live a purposeless existence. Even if every act is eventually erased.

Certainly part of it is to do my best by my students. To teach them not only about math but to try to give them wisdom and strength to get through life. An idea or a thought, source forgotten, that helps them find their path and their purpose.

Another part of my purpose is to write. Here, this blog, this is practice. I don’t know what exactly it is I have to say yet, but writing here, day by day, I hone my craft and tune my voice. And wait, and watch and think. I will find my message and my way of writing it.

A last part is certainly in human connection, but this part has me lost. It is something I should write about at a future time. Suffice for now to say that I find myself in middle life, alone, but for family of choice (and some by birth that I am less close to). Not a path I chose for myself, but one that circumstances thrust upon me. It gets to me sometimes, though I have found much comfort this past year in focusing on the love I can give rather than the love I wanted to find. Focus on what you can control, and keep moving forward.

Letters from Students Unhappy with Grades

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Dr. Linhart,

My world is going to end if you give me the grade I earned in your class. Because of this, can’t you just give me a C instead?

Sincerely,

Student

Dear Student,

I think there is a misunderstanding about grades. I do not give grades. I report what happened in my class with regards to student performance. As such, I cannot, and my integrity requires that I do not, report grades that are unmerited to the university.

I wish you fortitude in dealing with your situation. I realize this is not at all the situation you want to be in, but I know you will find the fortitude, dignity and integrity to get through it. Things are often incredibly painful when they are happening, and our challenge is to learn what we can learn from them, so that we don’t have to face the same problem again.

Best,

Dr. Linhart

Dr. Linhart,

Are you available in the morning tomorrow? I can bring all my assignments and exams, and surely there are points I can reclaim in order to get above the defined line.

Thank you!

Student

Dear Student,

Please tell me you are joking about this. I have been available all semester long to deal with point disputes. If there is something you feel very strongly about, I will, of course, be happy to hear you out, but this should have been taken care of when the papers were first returned to you.

I think you also misunderstand how many points it takes to raise a grade. Let’s say you had an 79.5% and the cutoff was 80% (I am sure we are talking a larger gap than this, but let’s use it for an example). That seems a small amount, but a handful of homework points or even a few points on the final or another exam will not bridge this gap.

I know you are disappointed with your grade, but I believe your time and energy would be better spent in determining what you need to do to avoid this situation in the future. The power to come for help or to put more effort into learning the material was available to you for the entire semester. If you had exerted this energy then, you would have earned the outcome you desire with no questions from anyone and with a great deal less frustration on both your part and on mine.

Sincerely,

Dr. Linhart

Did I just smile for 3 hours straight?

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I think I must have smiled for 3 hours straight. This was my first time at graduation on the stage as faculty. Giving the diploma to my student was awesome in and of itself. I think my smile almost broke my face.

I got to give my research student his diploma at graduation. Here we are, backstage, immediately afterwards!

I got to give my research student his diploma at graduation. Here we are, backstage, immediately afterwards!

If that was not enough, one of our associate deans was there, and he provided some mentoring. He told me I could move around on stage and go greet the students backstage if I knew them. Every time I recognized a name of a student that I knew, I jumped up, and went to give out congratulations and hugs. The other faculty probably thought I was nuts. I didn’t care. I think the students were glad to see me, glad I recognized them (although sometimes I did mis-identify which class they took from me), glad I was there with congratulations and hugs. I loved it. I just loved it.

Eventually I figured out who to talk into taking photos.

The only regret for the day is that I missed taking a photo with a friend graduating with a Ph.D. early in the ceremony. But I got to be there. I got to be a part of it. I got to see it. That made it a great day.

Semester Wrap-Up

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The semester comes to a close. My temper has been short lately. My patience has been short lately. It will be good to have a change and necessary to take a break.

What is it that makes this time of the semester so difficult for everyone? Part of it is, undoubtedly, sadness that we won’t much see this group of students again, since on the most part, we truly like them. Some of it is the high paperwork load that comes with wrapping up a semester. Some of it is the grade-grubbing and begging. I’d rather help students work hard and learn than give them grades that make them sad. But my job is to report what happened over the course of the semester, according to the rules laid out in the syllabus. There was the option of coming for help before the last week before the final exam.

I am also questioning myself. I made my final optional, but in order to insure that students came to class and learned the last material, I insisted on no unexcused absences for the last week and a 70% score or higher on the final homework. I think 3 failed to make the score on the final homework. One, in part, because he handed it in late. Another just did poorly. One of the two didn’t show up for the final. The second scored poorly pulling a borderline C down to a D in my class. A rule is a rule, and I know that it is part of my job to enforce rules. Though sometimes we make judgment calls on things. Let them walk away with a C and be done. The consequences of not knowing the material will catch up. Of course, sometimes that is the wrong thing, and it is better to accept responsibility for handing the consequences out rather than delaying it for some other instructor. Right. Wrong. Hard to tell. And maybe there is no right or wrong here, there just is what is.

Many students struggle with the concept that actions have consequences. Fair enough. But sometimes better to leave well enough alone. Also fair enough. Perhaps for next time, if where I am going to be teaching in the future allows optional finals, I will find a way to change how I notify or change the policy in a way that is gentler on everyone’s spirit.

Ordinary Kindness

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At lunch with a friend earlier in the week, my wallet/change purse dropped onto the sidewalk without me noticing. An hour later, before I even realized it was missing, two Aggies were knocking on the door to my office, returning it to me. I didn’t get their names; I was too surprised to discover my mistake. I know I said thank you, but it deserves being said again. Thank you. Ordinary kindness like this is one of the things I love best about College Station and my TAMU students in particular.

It was the end of class today. One of my students with a robust sense of humor let me know he hadn’t missed a single class. I blew him a kiss much to his and the rest of the class’s amusement. Ordinary kindness. Thank you, thank you for that moment.

Another had his wife and small child by class today, at least before the hour started. I think I got the blowing kisses idea from the little one, who blew a few at me. I returned the favor. Life’s happy little moments; I’m always glad to meet a student’s family, parents or children or spouses.

End of the semester wrap up — I had time and took a few minutes and shared some of the wisdom I have struggled with.

  1. Figure out what work activities you do that make you feel happy and alive. Do more of that.
  2. If you aren’t liking what you are doing, try other things until you find something that makes you happy.
  3. Some people are just mean. Avoid them.
  4. Find people who make you feel good and spend more time with them.
  5. Don’t waste your 20s. Don’t spend time in relationships with people you don’t really like and whom you aren’t treating well. Don’t spend time in relationships with people who aren’t treating you well
  6. Realize that we think that we are going to get through school and get a job or a family or whatever it is, and we will have arrived and things will be good. But we don’t always end up where we expect, and even when we do, there are always problems. Life is struggle. If there is one gift I could give you, it would be resilience.

We ended class a few minutes early, with hugs and handshakes and wishes for good final exams.

Lessons

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This semester I have two students who are honors course contracting my classes. This means that they want honors credit for the class, and we create a written agreement about what they have to do to get it. In practical reality, I write the contracts with some broad leeway so that we are doing extra work but the exact details are somewhat fluid, and easily customizable to my needs or the students’ needs. Sometimes I think I should be more formal about it, but so many classes like this I don’t teach very often, and so, no, I don’t have enough mastery of the material to really know ahead of time.

One of my honors students has not been showing up to class. I get that he’s generally smart enough to learn the material on his own. And I also get that the engineering school is being a gigantic problem for him with group projects and teammates who aren’t helping. And a grandparent recently died. I can cut him some slack once for missing my class, but I think he’s missed two or three in a row. And this isn’t the first absence.

I called him in to talk to him about it the other day. “Look, I know you are under a lot of stress, but make it to class. Think of it this way, would you want a letter (of recommendation) writer to say that you were reliable except when you are stressed and busy?” I shouldn’t have said that. I’m not going to put that in a letter, even though I’m annoyed. And even though I am annoyed, this is still a student that I just plain like. I should have poked more into how he was doing first. The poor kid was like a whipped dog for the rest of the day, either from me or from exhaustion.

I felt like such a heel. On the other hand, I really think he should be coming to class.

So lesson one, write it into the honors course contract. No absences except for excused absences or with prior consent of the instructor. I have to go to extra effort for you, you show up to class.

Lesson two, listen first. I already know this one. It is the execution that’s sometimes is lacking.

Lesson three, focus on the positive. I really wish I’d said instead, “I miss you when you don’t come to class.”

Lesson four is just a question for my readers. What should I do now? If I could write a Dear Student letter, what should it say? Oh, heck, here’s a first try. What do you think?

Dear Student,

I called you out for not coming to class the other day. I think I did a bad job of that. I wish I had asked you first what was going on in your life that caused you to miss class. I wish rather than getting on your case, I had told you that I missed you when you don’t come to class. I wish I had written it into the honors course contract so that we both would have agreed to that ahead of time. You looked bad the rest of that day, and I’ve been feeling bad since. I hope you will accept my apology for handling that badly. And I hope you will come to class. I miss you when you aren’t there.

Sincerely,

Dr. Jinx

Functions

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We are learning about linear transformations in linear algebra. These are just functions from one vector space to another that preserve the structure of the vector space. I had students do a team exercise to determine if a number of transformations, such as derivatives, integrals, translation of a vector by a constant vector, multiplication by a matrix are linear transformations.

I get that the linear algebra is new and confusing to students, but I was amazed (I probably shouldn’t have been) by how many found the function definitions to be difficult. After all, we learn about functions in high school. It’s just the linear algebra that’s new and confusing, right? Not quite, as it turns out.

I think this is a case where new knowledge confounds old knowledge. Because we are learning about something new, students lose their ability to keep their mathematical wits about them and apply their old knowledge to the situation. They start to believe that something funky must be going on, and then they try to use the new stuff all over the place. It doesn’t work.

Between my first section and the second, I reinforced the basic function concepts, and it might have helped a little bit. It didn’t help a lot. I know many students got it. I know some didn’t. My hope is that those who have been keeping up with the material might have had a learning curve, but then they learned from their teammates what was going on (or me, when I solved the exercise), and now they know what to do.

I hope I can reinforce the idea that you can go a long way in life if you can keep your mathematical wits about you. Uncommon sense. Apply your uncommon sense. Others call it common sense, but I don’t think it is!

From there to here

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I was asked what journey I took to go from writing software back into a tenure-track appointment.

A short answer would be that I have been very fortunate in my misfortunes; perhaps good at making lemonade out of lemons.

Here is a longer answer, still greatly abbreviated, omitting several years of unhappiness, discouragement and failures, and the unhappiness, discouragement and failures that were interleaved with the successes. I will mention in my first 4 years of teaching, during 3 of which I was not even full-time, I taught 10 different undergraduate courses from freshman to senior level. Starting over new every semester was hell, but it certainly established that you can throw me into a class almost at random, and I will make it a success.

As I found my stride with teaching, I was lucky that one of courses here rejected by the tenure track faculty was mathematical modeling, and inevitably, I got assigned to teach it along with two other new courses that year — as if the one difficult new course wasn’t enough on its own. I took a summer’s worth of anxiety medication trying to figure out what in the hell one would do with that course — projects, obviously, but what and how and … ???? It certainly didn’t help that everyone I talked to told me that this was one of the most difficult courses if not the most difficult course they had ever taught and that they were glad I was teaching it and not them. I figured if I wanted to teach a senior level course, I better be good at this, and I better like it. No pressure! I went to the Course Design Series offered by our Center for Teaching Effectiveness which reminded me to design around what I wanted students to learn. Apparently I had some good ideas.

I also think I just kept getting lucky. I acquired a talented undergraduate and independent thinker in the first iteration of that course, who became my undergraduate research student. He’s an electrical engineer in alternative energy (solar hot water heating), with a double major in mathematics. I was the one encouraging him to continue doing what he was doing, and lo, I became his research mentor. He wrote an undergraduate thesis, won some nice scholarships and awards — we had a great three years together. I will miss him to pieces when he graduates this year.

Through the modeling class, I mentored some smaller undergraduate research projects that could go to Student Research Week, or MathFest, in our undergraduate journal, or to a Writing Center competition. Simply encouraging students to submit their work when I see them doing something interesting makes such a huge difference.

I talked two young women who did interesting projects in my class into presenting at MathFest, and that meant I had to go myself. I talked about the writing I have students do in the modeling course. The session I was in led me to an opportunity write an article on that topic. This has been accepted to the journal PRIMUS. I have plenty more ideas that can go in PRIMUS. I just have to find time to work/write them up.

I never would have guessed how much fun it is to take students to conferences; seeing things through their eyes, taking them somewhere fun for lunch, going to talks with them. Up until that point, I had sometimes hated, sometimes tolerated, but I had never enjoyed a math conference. I overheard my two talking about not understanding a talk, and rather than being intimidated like I would have been, they were peeved that the presenter didn’t define his terms. Conclusion: it was a lousy talk. Go team! I helped teach them that as we learned how to put together presentations.

Ever since going to MathFest, I’ve gotten together with those two several times a semester for lunch. They are now finishing their master’s degrees, one in the Bush School, one in Wildlife in Fisheries.

The professor in Wildlife and Fisheries Science who advises my student had earlier worked with me to design a project for my class since he does a lot of mathematical modeling. This has grown, in turn. He puts me in his grant applications for attracting female mathematically talented students, and he and I are working on a project and getting some more ideas for publications together.

That puts together a track record of successful teaching, mentoring undergraduate research, and miracle of miracles, I was even on track to cobble together a scholarship program for me.

I was also lucky that I befriended the first woman tenured in the Math Department. We started talking because she’s been teaching writing in mathematics classes for years. We have lunch together once a week. Add to that some good/bad luck in that the department has been particularly dysfunctional in my direction this year when my credentials are strong.

She has been the best mentor ever, encouraging me, always happy to look over my materials and make comments and, most importantly, tell me when they were good and that she thought I would be successful. 5 tenure track campus interviews and two offers later, and we conclude she was right about that. I think I would have found the courage to apply on tenure track without her, but her encouragement and ready assistance made certain of it. I will never be able to pay her back, but I sincerely hope I have been paying and will continue to pay it forward to my own students in the future.