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As it turns out, most of my education has been through interdisciplinary programs. This has large bearing on why I value collaboration and alternative forms of production for sharing the insights and benefits of research and community outreach. I've joined this faculty seminar to learn more ways to form and manage collaborations, as well as new, creative ways to produce and share.

10-second research profiles (Jamie)

1 min read

Jamie: "Language as a site of knowing, change, and being. Discourse as a social weathervane for where we've been and where we're going."

Apologies to my seminar colleagues for my absence today. I've been hanging with some digital humanists lately, and they told me last-minute about this conference on public history. So I hopped into the car and made my way down to Baltimore last night, to learn about the ins and outs of digital exhibits. I'm hoping to launch a digital exhibition project with my students this semester to explore a geneaology of zombie discourses. Again, my apologies. - Jamie

Next steps for collaboration - from a weekend convo (Tristan & Jamie)

3 min read

Hopefully Tristan won't kill me for posting this--ha! But over the weekend, we had the fortune of grabbing coffee and a lobster tail pastry, and we began talking more about collaboration. 

Lobster tail pastry   

Cup of joe







Our conversation came together around 3 main ideas:

(1) What could collaboration look like for us as a practical physicist-sociolinguist team?

(2) What new tools can we use to push our collaborations forward?

(3) How do we know what we know, when it comes to our waking minds as humans, and the relativity of time/space, and how our understanding of these impacts our subjectivities and creativities?

So, let me just share what we concluded on these 3 points, because it might help to lead to more discussion among all of us in the seminar (and sorry I'm unable to join you today, because I had long planned to be out of town).

#1 COLLABORATING ON FLIPPING THE CLASSROOM: Through our hour-long conversation we realized that we would really benefit from collaborating and sharing on the notion of flipping our classrooms. We talked about how we had been variously experimenting with this. Tristan revealed that he sees the teaching of physics as akin to teaching a language, and this was really eye-opening for me. I shared with him that I had been experimenting with giving students data to work with in class for them to work with together.

We concluded that we'd like to visit each other's classrooms to observe when we have flipping activities scheduled, and to use these visits to plan out how a classroom flip can be better achieved for our different subject matter.


#2 EMBRACE TECH, YOU LUDDITE! Okay, so here I'm pointing the epithet back at myself lol! Tristan--ever the tech optimist and evangelist--was showing me his awesome Ipad pro and stylus. Oh man, it seems to be a really cool but also useful tool. He told me that it could be a really useful tool for us to making lecture/demo videos to help students to prepare ahead of class time, so that class time could be more applied and flipped.

He emphasized that I could try out some of this tech with help from ITS, to find out if I can use it. And I shared with him that the Nabil's Zotero presentation last time had really convinced me, and that I would be taking that on, too, and probably encouraging my students to use it afterwards.


#3 HASN'T THE BEST RESEARCH MOSTLY COME FROM COLLABOS? (And sometimes, the best music, too!) Over the weekend, we had the great fortune (along with Emily and Matt) of attending a super awesome concert that was the product of collaboration among musicians who each had their own regular groups. Result? Awesome David Bowie tribute music. I should say...RESUUuuuuuLLLT!

Okay, so basically, when Tristan and I got to talking, we realized that we really are at our best when we're having shared conversations about our work, or about fundamental concepts. That's what pushes us to think more creatively about solutions or approaches, etc, and gets into a transdisciplinary mindset.

That's when our conversation turned toward how we can inculcate this spirit in our classrooms. So I talked about using field trips to get students to appreciate other approaches to exploring narrative genres (visual arts, community outreach). Tristan turned me on to a new exhibition at POFA that I'm now interested in taking my students to, and I think we're both really interested in using this faculty seminar as time and opportunity for continuing our collaboration on a practical level, too.