Archive for the ‘Teaching’ Category

We’re Hiring a NTT Asst Prof at SLU

Tuesday, January 19th, 2016

solarseal_150Hello, friends. Long time, no speak. I’m just checking in to say…

Our department is looking to hire a non-tenure-track Assistant Professor to start in August. Before getting into the behind-the-scenes details, here’s the official ad:

Saint Louis University, a Catholic Jesuit institution dedicated to student learning, research, health care, and service seeks applicants for a non-tenure track Assistant Professor of Chemistry that is to start in the Fall of 2016. A Ph.D. is required.  While applicants from all areas of chemistry will be considered, the candidate is expected to teach undergraduate courses in a variety of areas including general chemistry, organic chemistry, and upper level courses such as biochemistry.  Review of applications begins immediately and will continue until the position is filled. Previous teaching experience in a large lecture setting is desired.  Applicants should send a CV, transcripts, statement of teaching interest/experience and 3 reference letters to the attention of Prof. Scott Martin at chemsearch@slu.edu. Saint Louis University is an affirmative action, equal opportunity employer, and encourages nominations and applications of women and underrepresented minorities.

As I did before when we advertised and hired a tenure-track position last year, allow me to provide some context that cannot be communicated within the word limit of a typical job posting.

First off, this is not a “visiting professor” position. As part of an ongoing evaluation of how resources are deployed within our College, teaching workloads are being adjusted and our department, in particular, is looking to hire more teaching faculty. While these positions at SLU are non-tenure-track and contracts are renewed on a yearly basis, the intention is for this position is to be renewed (subject to satisfactory performance).

Next, we take teaching here seriously—it is not viewed as a chore or distraction from research or other priorities. Our graduate program is of modest size, so our undergraduate program gets relatively more attention than at most bigger schools I’ve seen. Our faculty prides itself on the rigor and quality of teaching and mentoring offered to students in our programs.

Candidates with a background in organic or bioorganic chemistry—and experience teaching these subjects—are probably in the best position as far as this position goes. We are looking for someone with the ability to teach our organic offerings and the flexibility to step in for general chemistry or biochem lab, when needed. The organic course offerings at the undergraduate level in our department include: Organic Chemistry I/II for non-majors (250-300 students/year), Organic Chemistry I/II for majors (~35 students/year), Organic Chemistry for nursing/health students (150 students/year), and Organic Spectroscopy. At the graduate level, the organic faculty is primarily responsible for teaching courses in physical-organic/advanced mechanisms, organic synthesis, and bioorganic chemistry.

Whether you have lots of experience or lots of energy, we’d love for you to apply. Please tell your friends and colleagues, and tell them to act fast—we are reviewing packages as they come in.

And I’m not sure if this will be viewed as an advantage or disadvantage, but the successful candidate and I will probably be co-teaching the big organic class (300 students) in Fall 2016. What could be more exciting than the ability to serve as co-quizmaster for Orgo Bingo with its proud inventor?

How to Use an iPad for Orgo Lectures…and Embarrass Yourself

Wednesday, June 18th, 2014

I am not a fan of chalkboards. Chalk is messy and always ends up somewhere on my clothes by the end of class. I also regularly encounter chalkboards that don’t erase well and become unreadable as more and more dust gets smeared across the slate. When I was in grad school, Andy Myers solved this problem by having his teaching assistants clean the board with water and squeegees *during* class. While I am not afforded the benefit of a squeegee team at SLU, I suppose we could hire some adjuncts.

Though I am not a fan of chalkboards, I am a big proponent of drawing structures and working problems during class. In the fall, there were a couple of times I resorted to using transparency film and colored pens. It worked, but it was clunky. In an effort to step up my game, over winter break, I went on eBay and shelled out some cash so that I could ditch the transparencies and use my iPad instead. My tool kit now includes:

1 iPad
1 tablet stylus
1 Apple lightning-to-VGA adapter
1 VGA switch box
2 VGA cables, 6′ long
1 handsome bag for transporting everything in style

ipad_teaching_kit

Prior to class, it usually takes me three or four minutes to turn on the projector, load my PowerPoint slide deck on the room computer, and plug my iPad into the projection system. This involves connecting the iPad to the projector through the lightning-to-VGA adapter and a VGA cable. If the room only has one input servicing the projector, you’ll need to use the VGA switch and a second VGA cable so you can toggle between your slides and the tablet.

Writing with the device is pretty simple. I use the app called Notability, which costs $4.99 and is worth every penny. Before class, I’ll upload PDF files of any quizzes or exams I want to review that day onto Google Drive, then download them into Notability on the tablet. Once you’ve done this, you can write/draw on top of the document and screencast everything through the projector. Here’s a screenshot of a typical session:

notability_example

I love the number of colors to choose from and the fact that you can save the marked PDF and post it for the benefit of the class. I’m still getting the hang of drawing structures as crisply as I would like, and I think part of the problem is the thickness of my stylus. I’m also considering buying a tablet with a wider screen, because things can get kind of cramped on the iPad.

While the overall system was recognized as an improvement by the students in their course evaluations, I should mention one little slip up I had in class. On average, I used the iPad for 5–10 minutes per lecture, and the vast majority of that time, I wasn’t connected to the Internet. On March 7th (the first Friday of Lent), I forgot to load the quiz/exam onto my iPad ahead of time. But the fix was simple: I could just connect to the Internet, download the file off the cloud, and be good to go.

So, that’s exactly what I did. What I forgot to do was to shut off the wireless connection after downloading the document. As I was going over the solution to a problem, the familiar chime of a Facebook message erupted from my iPad along with the following notification:

tarapushalert

The full message (which is truncated in the push alert) was:

tarachadconvo

Funny stuff. One of the many reasons I love my wife is her fantastic sense of humor. But at the time, all I remember seeing was “no meat” as I desperately tried to make the notification go away. The class was laughing pretty hard, but I wasn’t sure if it was at the content of the message or just the fact that a message had unexpectedly interrupted class. My worst fears were confirmed later in the day, when I had Tara re-send the message so I could see exactly how much of it showed up on the screen. I was hoping the worst of it was truncated away. Unfortunately, the worst of it was not.

I was pretty mortified, but I got over it. My main sources of solace were that (i) the students were a pretty cool group, (ii) the statement was a joke, and (iii) it could’ve been much worse considering other subjects Tara and I have discussed by text message.

At least my students were entertained by the exchange. I was able to find the Twitter accounts of a few of them by searching for my name, and sure enough, the incident made their feeds:

twitter_conversation_orgo_censored

Anyway, the take-home message is to put your iPad in “airplane mode” or turn off push alerts (and texts) to avoid disruptions and potential embarrassment during class. Or you can just marry a prude.

Some lessons are learned the hard way.

Update: First-Year Professor Craziness

Tuesday, February 4th, 2014

ChemBark Moving to St. LouisHello, friends.

Apologies for the continued radio silence, especially in light of the fact that several instances of data manipulation have recently been exposed through “corrections” published in a variety of journals. The beautiful thing about having a blog is that you can update it whenever you want. Sometimes, life happens and blogging takes a back seat…

I continue to fly by the seat of my pants as a first-year assistant professor. One of the main differences about moving on from life as a grad student and postdoc to life as a professor is the tremendous weight of responsibility involved. If you put something off as a grad student or postdoc, you are usually just inconveniencing yourself. But when you fall short in your duties as a professor, the problem is compounded by the multitude of students who are affected. While a variety of to-dos may arise, it is simply untenable to show up to lecture unprepared, because you’re not just wasting your time, you’re wasting the time of 30+ students. And when you delay getting something set up in the lab, you are letting your group down. I imagine the feeling of being a new professor is similar in many respects to being a new parent—there is so much to do and so little time, but if you don’t get all of your work done, bad things will happen (not to you, but to innocent young’uns for whom you care deeply).

I’m teaching Organic Chemistry II this semester, which is proving to be enjoyable. Once again, it is somewhat stressful to have to create a brand new lecture every 48 hours, but I’ve got a great group of students to keep me going. In lab, my research group is growing and things are continuing to take flight. Outside of lab, I got married a month ago and that was splendid. As luck would have it, a few days after we returned to St. Louis, our high-rise apartment building experienced a massive flood because some genius left his window open over the winter break and the sprinkler lines in his room froze. The water damaged seven floors and knocked out all of the elevators in the building. Unfortunately, my wife and I live on the 11th floor. It is also unfortunate that I have a spinal cord injury that makes it difficult for me to climb stairs. So, since January 7th, I’ve been practically homeless. Some nights I sleep in my office, some nights I sleep in a hotel, some nights I invest the 90 minutes it takes for me to crawl up the 10 flights of stairs. My wife and our dog have been real troopers in this ordeal, and it sounds like one elevator might be working by the end of the week—though after four weeks of this crap, I am not holding my breath.

I hope to return to blogging more regularly soon. In parting, please enjoy a scan of a letter from my property management company to the tenants of our building. I want to vomit every time I read it.

 

clb_burst_pipe_letter

The Pauper Professor’s Orgo Library

Wednesday, December 11th, 2013

chembarkfc_kit_200Well, it looks like I’ve been ignoring the blog again. Sorry about that.

We are in finals week here at SLU, and the end-of-the-semester crunch has definitely crunched me (with a lot of help from lab stuff, two chemistry “business” trips within the last month, and the fact that I will be getting married in two weeks (!).

I’m teaching Organic 1 this semester, and it has consumed an inordinate amount of time. But the experience has also been a lot of fun and a good training ground for figuring out how to run a class efficiently.

Like many orgo teachers, I began the year by insisting to the students that the best way to do well in the class is to work practice problems (and lots of them). When I was a wee lad taking orgo at NYU, I walked uptown to the fantastic Barnes & Noble at 5th and 18th and bought copies of Vollhardt and Streitwieser to supplement the problems in Jones. My weekly routine was to read through the Jones chapter in two nights while also making index cards that cataloged each reaction along the way. The rest of my week would be spent doing all the problems in Jones, then as many in Streitwieser and Vollhardt as I could stomach.

But textbooks aren’t cheap, and I feel icky about asking students to shell out extra money for supplemental problems after they’ve already forked over $260 (!) for the class’s required textbook. Of course, the used-book market is flooded with cheap, old editions of organic textbooks.

Over the course of this semester, I undertook a mini-project that involved scouring half.com for deals and assembling a small library of textbooks and solutions manuals as a resource for my sophomore organic students. The last volume arrived two weeks ago, and now my collection occupies almost an entire bookshelf in my office:

cheap_orgo_textbook_library

There are 16 books there: 8 sets of texts and solutions manuals. Here’s what I paid for each book + manual:

Bruice: $3.43 + $0.75
Carey: $3.26 + $0.75
Heathcock/Kosower/Streitwieser: $1.05 + $1.18
Jones: $0.75 + $0.75
Loudon: $4.07 +$4.12
Smith: $0.00 + $0.00 (this is the one SLU uses)
Vollhardt/Schore: $1.05 + $0.75
Wade: $2.22 + $0.75

Those costs are steals compared to the prices listed on Amazon. The shipping on each item ranged from $1.89 to $3.99 and was always more than the cost of each book. In total, my little collection set me back $74.14. The plan for next semester is to cart them over to the main library where they can be kept on short-circulation reserve. Students can check out the books for a day at a time—long enough to work or copy the problems in a chapter, but not long enough to hog the resource. Anyway, with eight texts as options, I’m hoping the market for orgo practice problems at SLU is now saturated. I should never again hear wailing about there not being enough practice problems available.

Anyway, the final exam for my class is this Friday—the 13th. I expect the only students who will encounter bad luck are those who haven’t been working enough practice problems.

Doctor? No.

Wednesday, October 16th, 2013

bracher_office_doorI generally like to be respectful of people. Toward this end, I try my best to address people properly. You’ll find that I’m pretty liberal in using “Dr.” when addressing letters and e-mails, because you never know when someone is going to get upset at being called “Mister”. In contrast, few people seem to get upset at being called a doctor when they are not. When I was applying for faculty positions last year, I am certain I conferred Ph.D. degrees on a multitude of unsuspecting departmental staffers whose job it was to assemble the applicants’ files.

On the flip side, I have a personal aversion to signing anything as “Dr.” I always check “Mr.” when filling out forms, and I cannot bear to end an e-mail with “Dr. Bracher.” As I am now a teacher, this has established a weird dynamic where students address their e-mails to “Dr. Bracher” and I return them by signing “Paul.” I know this has got to weird the students out because I remember fretting over how to address professors when I was in college. Do you call them “Professor”, “Doctor”, or by their first name? I am pretty sure I always opted for “Professor.”

In my undergrad research lab, it was always a big deal for students when the boss started signing his e-mails to you by his first name. It was an unmistakable signal that you had made it and was regarded as a rite of passage in the lab. In contrast, my graduate and postdoc advisors were pretty much known exclusively in the lab by their first names. Of course, the undergrad-professor dynamic is much different from the dynamic with grad students and postdocs, but it’s always interesting to see how these differences manifest themselves.

Some students attempt to solve the e-mail problem by using the non-direct “Hi,” “Hey,” or “Hello there” salutation. Of course, in trying to avoid any awkwardness, this device mostly just draws attention to it. Would you walk up to a professor and address her as “Hey”? Some of my colleagues sign their e-mails to students as “Dr. D” (or similar), which is an interesting compromise between formal and informal. At the same time, it makes me question what I should address these professors when we are in front of students. Can I say “John” (as I normally would), or should I say “Dr. Doe”?

While I don’t especially care what people call me and would never be offended by any of the standard choices, I prefer “Paul”. But after two months in St. Louis, it seems as if I’m going to be “Dr. Bracher” to the vast majority of students. To friends, colleagues, and those online, I will still be “Paul”, while to family at home, I have always been “P.J.” All are fine with me.

Yesterday, I found myself reconsidering whether to sign my e-mails to students as “Dr. Bracher” to make them feel more comfortable. My conclusion was not to change—signing “Dr. Bracher” would probably make me feel just as weird as if they were to address their e-mails to “Paul”. Anyway, the decision of what to call myself has got to be one of the few privileges to which I am entitled in this new job.

–Paul