Sunday, January 31, 2016

Full Professor

In August 2014, I wrote about the work involved in becoming a "full professor" (Click here to read that post.) My bid in 2014 fell short because of procedural issues (i.e., I followed the application requirements of an out-dated form). Could this mistake have been remedied at the time? Yes, but things happen in big institutions. Enough said.

Click to enlarge
On Friday, I receive a letter from President Susan Hunter of UMaine. It's one of a series of letters a candidate receives along the journey to full professor, associate professor with tenure, or assistant professor with a continuing contract (these letters come yearly). The first letter I received came from a Peer Committee of full professors in the college. On this level, the committee reviews a candidate's papers. My papers included the following: 


–7-page cover letter,
–16-page CV,
–65-page application packet--this application includes 3 external review letters from professors outside of the university who write about my career work, a chart that includes my teaching evaluations, and documentation of grants awarded, public service, publications, and other activities that document the tripartite mission of a professor (i.e., service, scholarship, and teaching).   
–Copies of most of my publications throughout my career. 

I've had to submit similar documentation throughout my 13-year career at UMaine, so pulling this work together isn't as massive as it sounds. I suppose the first time I did the application work during the summer of 2014, it took me about 30-40 hours. Then, following the new form, I worked another 30 hours. As my friends will attest, I'm a bit persnickety about my letters and paperwork, so I do a lot of revising... probably way too much. But that's me and at 62 years old, I'm not changing anytime soon.   

I don't mean to sound like I'm whining about this work. However, I do believe there are more economical ways to record this work like using the yearly reports we faculty member compose and submit electronically every single year. But, I'm not in charge and I follow the prescribed rules. 

Full Professor status allows a faculty member to have a lot of choice within the institution. We focus more deeply on our research agenda and feel more free to say "no" to certain tasks. I look at it this way: UMaine has invested a lot of money in me since 2003. I now have a national reputation as a leader in 2  distinct areas of literacy: high school writing centers and how writing helps athletes learn. I also have a certain prominence in the area of writing and the teaching of writing. Because of my place in the literacy world (I hope this doesn't sound too heady), at this stage in my career I should be able to follow my own ideas and focus in ways that will further promote what UMaine has supported me in achieving.    

The promotion, my final one in my academic life, will come with some kind of raise in salary. I also hope and plan to take a full-year sabbatical to kick off the final few years of my work at UMaine by studying, reading, and writing. 

Finally, of course, I've had fun thinking about what my mom and sister would have thought about this appointment. My grandfather, an adjunct professor of business at several Boston colleges, would have enjoyed knowing his grandson had finished up as a "full." 

That's it from 728 Prospect. Time to take William to the ski area.  

Thursday, December 10, 2015

Future English teachers

2015 English Teacher Candidates
Click photo to enlarge. 
I finished up my Teaching Writing class this past Tuesday with the teacher candidates presenting a  series of writing workshops. Naturally, we took a class picture and I snapped a couple of candids. And so off they go. Some will student teach, others will continue with classes until their student teaching in the fall of next year. Each of these folks--Levi, Matt, Maddy, Darryl, Danielle, Emily, Chris, and Amanda--will find a school and a classroom to call home over the next few years. Some may choose other careers, like Levi who's eyeing graduate work in student affairs, but a background in teaching will never hurt no matter where they end up. I still struggle to believe that we teach people to become teachers by keeping them tied to a university classroom as students. I think each public school should be required to mentor teacher candidates and that each teacher in the school should play a role. That kind of work for practicing teachers could be tied to their graduate work. But this work at the university level I'll leave to new professors. For now, I'll simply wish these young people all the best and godspeed.


Are you really taking our photo? 



Tuesday, November 3, 2015

Books...

"We read to learn how to write." 

Written on Facebook last March... Avoiding my taxes and book revisions, I roamed my house this early morning taking photos of the stacks, rows, piles, and clumps of books that line my tables, shelves, desks, and piano. Some of the books I've read; some I haven't. Some are hand-me-downs from my grandfather, F. Allen Burt; others are in storage for Ken, my brother-in-law, a dyed-in-the-wool bibliophile. A select few come from my graduate school studies--those books have been read multiple times, the pages are dog-eared, sticky-noted, Post-It'd, and scribbled on. I feel smart when I see those books, except when I remember how often I sat staring at the dense writing, reading it over and over again, puzzled, left wondering.  

Hundreds of my books come from my old high school English classroom, Room 109 of Mountain Valley High School. There, my students and I collected 2500+ books for our classroom library. In fact, my students got extra credit once a quarter for donating a book! (Yes, I could be bought, but only with books.) In Room 109, we had every-anything in our stacks, from "The Basketball Diaries" and "When Someone You Know Is Gay" to "How Cars Work" and a book on forensics with a full-blown autopsy report and detailed photographs. 


John Steinbeck said, "I guess there are never enough books." This morning, I’d agree. Time to get to work. The full album of my books may be accessed by clicking on this sentence







Tuesday, October 13, 2015

Advice to writers

I've taught writing for a very long time and have shared the classroom with a number of students who spin fabulous lines or stories during a short writing exercise in class. These are students who could find a place in the writing world, students whose writing makes me envious. I love the way they use words and evoke emotions. Perhaps most of all, their voices ring clear. I admire the ease with which these writers craft a journal entry or an in-class story. However, once class ends and they're on their own, many of these writers tend to falter and stop writing. My gut says these would-be writers don't trust the process and as a result find it hard to commit to the day-to-day of a writer's life. As writers, we don't publish our work after a 10- to 15-minute writing activity. Usually, our writing projects wear on for months or years, and we don't get much in the way of feedback except from our editors. Their words of encouragement mean the world to us and keep us moving forward. My best advice to students who wish to write has always been, "Trust the process: keep putting words on paper and revise revise revise." Perhaps Bonnie Friedman in Writing Past Dark takes my words even further:

Successful writers are not the ones who write the best sentences.
They are the ones who keep writing. They are the ones who discover
what is most important and strangest and most pleasurable in themselves, 
and keep believing in the value of their work, despite the difficulties.   




Tuesday, September 29, 2015

Monnie's book

Most writers have those go-to books that stimulate writing and prompt ideas. Monica Wood's The Pocket Muse is one of those books for me and for most of the students I've taught. Monnie's prompts force writers to twist their understandings and think more creatively. Here are three examples:

–Write about a noise–or a silence–that won't go away.

– Until _________________, nothing notable had happened in the town of Madison since the year of its founding. (Now, keep on writing.)

–Use the following verbs in any way you wish:
          racket  snug  green  spoon  boggle  snake
They're not all verbs, you say?
"Jeremy is racketing across the lawn as we speak."
"Can you hear earthworms snugging out of the ground as the sun greens the trees?"

                    –Verbs are sometimes a matter of opinion.


A used copy of The Pocket Muse can be purchased for pennies. My advice... invest.

Monday, August 10, 2015

Grandpa's Book: The Story of Mount Washington (41/60)

The Story of Mount Washington
by F. Allen Burt
My grandfather, F. Allen Burt, wrote the history of Mount Washington back in the late 1950s. Published in 1960, The Story of Mount Washington, shares a wealth of history, science, and stories of this venerable mountain. Much of the book comes from the archives of my grandfather's father and grandfather who published a newspaper on the top of the mountain from the 1870s to early 1900s.

I convinced myself some years ago that I had read this book as a young man. But I'm certain now that I only spot read various sections. But now I will.

I doubt many from my family have read this book. It's curious how that happens. I've noticed it in my own career: family members haven't read my books or articles. I wonder if it has something to do with the way we view authors as–would it be–other-worldly. Or perhaps it's more like, "Well, that's my brother or grandfather or aunt... what does she have to say me?"

No matter. It's time to read Grandpa.  


Saturday, July 18, 2015

Final Readings

Wow... Three cheers to the process. What an absolute treat to listen to Friday's readings. We heard personal stories about gardening and family, laundry and marriage, what we leave to others, 
and sailing/cruising x 3. What better way to spend a Friday morning in July than with 
thoughtful writer-friends... 

As always, click on the first photo to enlarge and scroll through the entire collection. 

Nonfiction Writing, Summer 2015
(l-r) Jay, Lynn, Emily, Deb, Rich, Val, Karla, Richice, and Pete

Emily

Karla

Jay 

Pete

Val

Richice

Deb
Lynn





Friday, July 17, 2015

Chocolate, Bread, Coffee, Root Beer, and Writing

During our 4th day, the penultimate, Pete took us on an uproarious hiking adventure with Bill Bryson while Ricky treated us to homegrown goodies and a book talk on Jesus, Bread, and Chocolate. Throughout the week we've discussed various revision techniques, and on Thursday morning, I passed out a sheet with seven of my favorites.
From Classroom Revision Strategies


















Click on photo 













Wednesday, July 15, 2015

Welcome to Nonfiction Writing

Where did we start this course? With these letters from early June. 
Click photos to enlarge

And then a month later, we geared up for the next phase of course. 


Our projects....

On our first day, we wrote a bit about our projects. 
On Day 2, we added a few lines about our progress. 

Click on the first photo and scroll through using
your arrow keys/ 








Sharing our authors

Emily and Lynn led us off with author talks. 

Click on the first photo and scroll through using your arrow keys.




Our Writing Projects

Our time together is focused on one writing project. 

Click on this photo and scroll through
them all using your arrow key