TEDx: Stevenson University–My Experience

This post about my TEDx experience originally appeared on my guest blog for the British Naval History website.

A few months ago a call came across our university Portal asking for TEDx speakers. For those unfamiliar, TEDx is a way for local, independent organizers to host TED style events. The students, faculty, and staff who organized the TEDx: Stevenson University event chose “Embracing Change” as the theme. Initially, I was hesitant to submit a talk proposal. Sure, I’d given countless conference talks over the last decade. But this was different. The only guidance was the theme. We could talk about ANYTHING that could be construed as “embracing change.” What could I possibly say that would be of any relevance? But I also couldn’t pass up the opportunity. So I decided to throw my proverbial hat into the ring. What follows is a mix of information from my talk and a reflection of my experiences.

My Background

When people learn what I do, they assume that I’ve always wanted to be an educator. But the reality is a little more complicated and, I think, important to the development of my own pedagogical methods. The idea of “embracing change” seems to be something like a mantra for my entire life. I grew up in an extremely lower “middle class” blue-collar family. Neither of my parents had the opportunity to attend college. In fact, my father had to drop out of high school before graduating in order to help care for his mother and later went back for a GED while in the Navy. We settled in the piedmont region of North Carolina when I was about 8 years old and from that point forward I attended relatively small public schools for K-12.

TEDx
My “Bubble” for 15 Years

Although many in my high school had plans for college, it was in no-way a foregone conclusion that all of us would go to college. Knowing my parents’ dire financial situation, college seemed impossible. But my mom managed to squirrel away $50 for me to send in one college application. So it was all or nothing for me. Just a few short months later I was accepted to Appalachian State University in the mountains of North Carolina: requiring a $300 deposit to secure my spot to be paid within 2 weeks.

Would I make it to College?

I sat in my AP English class during the lunch break and cried. My mom had barely been able to scrape together the $50 to apply. How could we possibly come up with $300 in just 2 weeks? My AP English teacher happened to find me mid-tears and asked me to fill him in on the details. Three days later, I received confirmation that my deposit had been paid. It came with information on summer orientation sessions and dorm assignments. I asked my mom how she did it and she simply said “I didn’t.”

Now, I don’t know if I’ve altered this memory in some way. But in my mind, I am confident my AP English teacher found a way to cover my deposit. Or my mom lied so I wouldn’t feel bad. Either way, it was to be the first time in my now-adult life that I would be forced to embrace change: I would soon become a first generation college student.

Me: The College Years

Now, if you’re thinking that I immediately decided to be a teacher in that moment due the actions of my AP English teacher, I’m sorry to disappoint. I had no idea what I wanted to do. My dreams of becoming a medical doctor had been thwarted by an unkind counselor and I didn’t know what my passion was. College was a new experience. I was no longer necessarily the “smartest” kid in class. I had to learn how to study and manage my time. And I had to do it all myself. There didn’t seem to be many obvious & readily available resources for someone like me. Someone who didn’t come from a background of family members who went to college.

First, I earned my B.A. in Archaeology. But 3 herniated discs in my back during the required dig made it clear I had no future in the laborious field of Archaeology.

TEDx
Check out my back brace!

TEDx

My next step was to earn an M.A. in Public History, which I thought would marry my love of archaeology and history with a field that was less physically demanding. But after a snoozefest of an 8 week internship, I realized that, too, wasn’t my calling. So as I talked out my frustrations with one of my professors, she asked me what my favorite thing about working on my M.A. was.

TEDx

TEDx
My little brother is going to kill me for this.
On to the PhD!

It was in this moment, nearly 5 years after that fateful day in high school that it clicked: my favorite part had been working as a T.A., developing assignments, and helping the undergraduate students. So with the advice of several other professors and roughly 8 rejections later, I found myself on my way to The Ohio State University. This would be another major chance for embracing change. I’d never lived anywhere but the East Coast before. And no one I knew (aside from my professors) had ever earned a PhD. Somehow I had managed to navigate the difficult world of the B.A. and the M.A. But the PhD was filled with acronyms and phrases and language I had never heard before.

TEDx

Changes in Academia

It was during my time at OSU that I learned a lot about the changing field of higher education. This was most often in the form of laments about what was wrong with those changes. So I began to develop an evolving pedagogy that, in my mind, would embrace those changes. All through the PhD process I heard about how I’d never land an academic job because there simply weren’t any. I was told that online education was bunk. Many told me that technology was ruining the classroom and that students just didn’t care about education anymore. And for a long time I bought into those grievances because they came from scholars and mentors whose opinions I respected.

TEDx

And who was I, a lowly PhD student, to question them? Their lamentations and fears seemed supported by the latest musings. Stuart Butler of the Brookings Institute, a highly respected thinktank, argued in 2013 that traditional college models should give way to “contractor models,” in which the “core business function of the contractor-college would be assembly and quality control rather than running an institution and hiring faculty or holding classes.” Basically, the college would customize a package of courses and educational experiences from many suppliers.

The “Future?”

Similarly, Dr. Alex Hope suggested that “the ‘academic’ of the future will not be tied to an institution, but be a thought leader, communicator, and teacher undertaking a range of activities on a freelance/contract basis-and that the world would be a better place for it…” Many colleges have taken advantage of the model Dr. Hope recommended, leading to our current adjunct crisis. And as far as pedagogy, several colleges, like George Washington University and the College of William & Mary, and countless professors took to banning technology from their classrooms arguing that laptops and phones have become powerful distractions, calling students “tech addicts.”

My Current Pedagogy: Digitally-based Assignments

Rather than focus on what is or isn’t changing, I used the TEDx talk to offer just one example of a way that we can “embrace change” in the classroom pedagogically: digital assignments & literacy. This is not to say embracing change for the sake of change. Rather I tried to demonstrate how we might marry traditional modes—like exams and lectures—with innovative course/assignment designs that take advantage of tech in the classroom.

Most recently, Cathy N. Davidson, distinguished professor and founding director of the Futures Initiative at the Graduate Center of the City University of New York, argued that we must recognize that educational structures should meet the needs of the time, to “train active learners who don’t just fit into the status quo, they challenge it.” Although my examples represent my field—history/humanities—I firmly believe that those in other fields can implement assignments in their own way.

Ever-Evolving Pedagogy

My pedagogy has been, and is, shaped by both my own background, educational experiences, and the ever-evolving backgrounds/needs of the student population. My educational philosophy is grounded in four important principles that I believe create an active and involved classroom environment: passion, creativity, independence, and clarity. I’ve been able to create digitally-based assignments and incorporate digital/visual elements—such as music videos, historical reenactments, or comedic sketches—into my classrooms to help foster those principles. I’ve found that it has helped students understand that A. history doesn’t have to be a boring, rote memorization of names, dates, and places and B. that they can incorporate many of the skills they learn in my classroom—digital or not—into their daily lives and future careers.

Digitally-Based Assignments: A Learning Process

I think one of the ways that digitally-based assignments have not always been as successful and impactful as they could be is the result of the “digital native” myth, which Stevenson English Professor, Dr. Amanda Licastro, discusses in her recent open-access publication on the problem of multimodality. Assuming that students have certain digital literacy skills due to growing up with this technology at their fingertips undermines students’ ability to successfully complete many digitally-based assignments. Even I’ve had to learn the digital world. One example Dr. Licastro discusses in her case studies is the use of multimedia, folksonomic elements—or tags/categories—and commenting in digital writing, such as blog posts, Learning Management System (LMS) assignments, Tweets, etc.

TEDx

By scaffolding “digital literacy practices into assignments with careful attention to the rhetoric they use and intentional instruction” and developing these skills in the academic environment suggests Dr. Licastro, instructors may cultivate active digital citizens and more successful digitally-based assignments. This is still a learning process for myself and I’ve learned that I have to be specific and teach the students how to use the elements I want them to use. I just wanted to share a few of digital assignment examples from my recent classes that help harness students’ dependence on social media in a way that can be not only academically productive, but develop digital skills that employers desire from recent graduates.

Digitally-Based Assignments: Some Examples from my Classroom
Twitter

These examples demonstrate how, despite being digitally-aware, students demonstrated varying proficiency with the Twitter platform. The only directive I gave starting out was to create a handle specific to their “persona” and to use a hashtag I created for use with that specific class. As you can see, some students were better about incorporating other folksonomic and multimedia elements than others. I’ve learned that I have to begin creating more “rules” for the assignment and teach them how to use the platform, rather than assume they know how to do so; especially how to make a succinct point in 140 characters or less.

Similar Digital Literacy
Similar Digital Literacy
Mixed Digital Literacy
TripLine

By allowing my students a bit of creativity and flexibility, I was turned on to a new tech platform that is great for my field: Tripline. Students are able to create digital “roadtrips” showcasing important historical landmarks along the way. It allows me to incorporate basic map-usage, digital writing, and multimedia skills into a single assignment. It also forces the student to think constructively about the point they are trying to get across.

PowerPoint

PowerPoint is not a new tool, but I’ve found that students often have very minimal skills when using the software. Aside from choosing a pre-made layout, students often incorporate too much text, too few visuals, and little-to-no animations. This is a demonstrable way for me to marry the traditional PowerPoint with new modes of thinking. In my assignment, I require them to design their slides as if they were Museum Exhibit panels. It  forces them to think more specifically about the layout, text-to-visual ratios, and “visitor” attention spans.

Blogging

Blogging is another tool that isn’t as “new” as others, but offers another way to teach digital literacy in the classroom. I’ve found that students often have difficulty navigating new platforms (ex. WordPress vs. Tumblr). They also use tags, categories, and multimedia elements with varying proficiency. It’s another assignment that I’ve had to be more explicit in my expectations. This helps students to understand how and why to use folksonomic and multimedia elements. They seem to understand “tags” in a loose sense for things like Instagram (as a way to drive traffic). But students aren’t always able to transfer that skill to other modes of digital writing.

Tiki-Toki: Interactive Timelines

Timelines are a pretty traditional and standard way of laying out information across time/space. Tiki-Toki and similar platforms allow students to translate the traditional skill of linear-thinking with critical thinking, examining not just when, but why, events have occurred. Not only do students lay events out on a timeline, but they provide categories for those events in a variety of ways (in this example: sources vs. structural elements) and incorporate multimedia elements to support their historical research.

Talk Conclusions

I was the last person to speak during the day-long event. But I was pleasantly surprised at the number of people who stuck around to hear me talk. The variety of topics within the theme of “Embracing Change” made for a wonderful experience. And there was a great mix of students, faculty, and staff who gave presentations. Each one was unique. Many were deeply personal and heartwrenching. Although mine was pedagogically focused, I hope many found it useful. As far as conclusions about my digitally-based assignments, it’s a learning process.

Don’t assume tech is useless or too complicated. Much like any other skill, students will have varying proficiency. Think about scaffolding assignments. This allows you to incorporate specific skills you want students to achieve or specific target goals (like X number of multimedia elements). Routinely incorporate digital technologies into the classroom/syllabus so that it becomes a natural extension of your pedagogy. Harness students’ reliance on digital devices and social media usage. Let digitally-based assignments serve as teachable moments regarding digital presence.

The Live-Stream Video

Below is the live-stream video from the second half of the event. I start at 1:25:25, but please feel free to listen to the other speakers!

Tedx Stevenson University Part: 2

TedX Stevenson University Part: 2 #SUisHome

Posted by TEDx at StevensonU on Saturday, February 25, 2017

A Model Blog Post: Research Tips for Beginners

Blog Confessions
Blog Post as Model

This post originally appeared on our class blog for Hist 209: Research and Writing in History. I pondered for a long time how best to model a blog post to my Hist 209 01 students. I decided that demonstrating what some of my research was like in my early PhD years could be useful. It would also offer them just one example of how public AND academic historians can utilize blogging. There are no shortage of amazing public/history related blogs out there. Great examples include the National Council on Public History (NCPH) blog, “History@Work,” the Junto Blog of early American history, and Pamela Toler’s blog “History in the Margins.”

Why Blogging?

As digital skills are increasingly necessary in many of today’s fields, our public history students need to understand the fundamentals of digital public history. This includes blogging. Posts need to be readable. They need to be engaging. And they need to contain a multitude of elements, like subheadings, multimedia, links, and folksonomic elements (i.e. tagging). According to Thomas Cauvin in Public History: A Textbook of Practice, “digital tools are transforming the work of historians…” (pg. 174) Not only are being digitized, but scholars can reach wider audiences through digital publication. And public history venues can exhibit vastly more than physical displays can hold.

Blogging, in particular, can be a great way to crowdsource and engage the public with various projects. For example, MarineLives.org has crowdsourced the transcription and translation of many archival documents like UK High Court of Admiralty records and Probate records. This makes such documents easily accessible to the public. This is not only for those who cannot visit the archives physically, but also for those who have difficulty deciphering the handwriting. And the Preserve the Baltimore Uprising Archival Project enables the community to contribute and shape the narrative of protest and unrest in Baltimore. What follows, then, is an example for my students about how they can blog effectively to engage their audience.

My First Archival Experiences

Looking back through my old research photos brought up a lot of fond memories. 2013 was a big research year for me. I spent 8 weeks at the beginning of the year in England at the National Archives. Next was just one week at the Nationaal Archief in Den Haag in March. And in November, I spent one week touring Bermuda, visiting the National Museum of Bermuda and the Bermuda Archives. In January 2014 I would unwittingly wrap up my last major research trip of the PhD: a one week stint in the Jamaica Archives and Records Department.

I learned a lot of valuable information during each of these trips. Some of it was related to my work, some of it was learning about how to be a better research. There is no better method to becoming a better researcher than to physically enter an archive and get your hands on the records. During my first major research trip, in England, one valuable lesson I learned was to double-check the archive’s operating hours before making the mile-long walk in frigid January temperatures. I woke up bright and early that Monday morning, excited to dive head-first into my research. Turns out that the National Archives in Kew are closed on Mondays.

I also learned that you should make sure your camera is fully-charged. And that you remembered to buy/bring a memory card. There are few feelings worse than showing up ready to get through some volumes only to realize you have a dead camera on your hands. Needless to say, I’m glad I had 8 weeks in England because I made a ton of mistakes in the first 2 weeks. And I still have a lot to learn when it comes to being a good researcher.

Blog Fail
Fail
Research is a Process

Below is a list of just a few tips and tricks you might utilize as you venture into the world of research: [This list is my own, with tips adapted from William Cronon and Richard Marius]

  • ask good questions
  • identify your audience
  • imagine your ideal sources
  • determine what sources you can realistically access
  • keep an open mind (don’t limit your searches to narrow keywords or phrases)
  • question your sources
  • take notes (and make them thorough so you can refer back without forgetting why you made that note)
  • avoid confirmation bias
  • mine bibliographies to check out their sources
  • don’t rely solely on digitally available sources (there might be transcription/translation errors, for example)
  • ask for help
  • develop new questions based on your sources
  • seek scholarly secondary sources (i.e. monographs via reputable publishers and peer-reviewed journal articles; general websites, encyclopedias, etc. are not usually considered “scholarly”)
Examples from the Archives

What follows are some examples from my time in the archives researching piracy, smuggling, and illicit trade in the early modern Caribbean-Atlantic. Some of the documents I found were relevant to my research. But many were not. And some of them were downright amusing. Whether the sources were relevant to my work or not, each document contributed to my overall experience. You’ll see that I don’t have the volumes listed below. That’s because these were taken with my cell phone. I photographed all of my true archival work with a Nikon point-and-shoot camera and noted in a research journal. Again, many rookie mistakes.

Relevant Sources
Blog Booty
All about the booty

Initially I thought that this document would be immensely helpful. It listed a number of prizes brought into the local admiralty. While it was useful, several pages were missing, which made it difficult to properly contextualize.

Blog River
River Pirates!

Although relatively difficult to read, this is some of the better handwriting I encountered. According to this deposition in 1719, “…and after all the said Pirates were all gon[sic] out of the said River, he the Informant understood that the Inhabitants on Shoar had received several parcels of goods from the said Pirates…”

Blog Fever
Yellow Fever in Bermuda

Sometimes prize vessels just weren’t worth it… In 1796 a treasury record states that “…the Yellow Fever was brought to Bermudas in a Prize vessel by which upwards of two hundred of the Inhabitants had fallen victims…”

Blog Prize
List of Prizes (Bermuda)

These were the best records to come across. I got an idea of what went unrecorded in illicit activities by seeing what was recovered.

Blog Letter
Letter of Marque

Some repercussions of the American Revolution. #SorryFrance

Blog Confessions
Confessions!

I found this 1614 admiralty deposition while in the Netherlands. My Dutch reading skills were not up to par for that trip, BUT, I did find some useful items.

 

Amusing Gems
Blog Sandwich
You shall call him ‘Lord Sandwich’
Blog Day
In which William Berkeley has a bad day

Being governor of Virginia in the mid-17th century must have been quite a chore. Here, a deposition says that Berkeley was “abused and Called Pittiful, ffollow Puppy, and Sonn of a Whore...” Nothing worse than being called a follow puppy I suppose.

Blog Scandal
Oh the scandal!

This came from my time in the Bermuda Archives. 3000 pounds sterling for “scandall and defamation.” Ouch.

Blog Watson
It’s elementary, my dear Watson!
Blog Unsavoury
Ye ‘unsavoury bitchces!’

Some men finding themselves unemployed and in distress; but they “helped themselves by unsavoury bitches…”

Blog Will
Proof that Will Turner did exist
Blog Republican
Oh those Republicans…

In 1796, a resident of Bermuda reportedly “…had lately spoken very disrespectfully of me in the Billiard Room…he has said that the Governor was a ‘damned Republican Rascal’...” A warrant was issued and he was punished.

Blog Parker
Spider Man has been around a lot longer than I thought…
Random Encounters
Blog Map
X did not mark the spot

A 1775 map detail of the Mississippi River by Nathaniel Lindegreen.

Blog Code
Aliens

An 18th century coded document I found in the State Papers volumes. I didn’t have time to find the cypher to decode the letter.

Blog Mess
Are there even words here?
Blog Glitter
18th century glitter pens!
Blog Fire
One mustn’t carry fire sticks

Apparently in 1660s Jamaica, Governor Edward D’Oyley banned people from carrying a “stick of fire” or a “pipe of tobacco lighted” through a field of canes in Jamaica.

Blog Volume
A single volume…
Summation

Here are some key takeaways about blogging:

  • make it readable
  • limit passive voice
  • use transition words
  • check your Flesch Reading Ease score
  • keep sentences and paragraphs short
  • use subheadings
  • include images and other multimedia
  • link to other sites throughout your post
  • categorize your post
  • use tags to drive traffic
  • share your blog on social media

Check out our class blog for Hist 209: Research and Writing in History. My students will be posting their own blog posts by the end of the month!

And here’s what happens when you spend too much time researching a single subject:

Blog Work
You become your work!
Blog Pirate
Farewell fellow rogues!

March Goals 2017: Academic, Personal, & Professional

Can you believe it’s March already!? It seems like just yesterday I was ringing in the new year and planning my yearly goals. When I reflect on the last couple of months, I’m not nearly where I’d hoped I’d be. But I’ve made progress and I think that’s really the important point. Last year I bought Lara Casey’s PowerSheets, hoping that the sheets would help me more clearly define my goals and organize myself. Let’s just say….I wasn’t very good at completing them last year. This w as not the fault of the PowerSheets or of Lara’s message. I just wasn’t ready.

But I entered 2017 with renewed hope and motivation, excited to use the newly streamlined version of the PowerSheets. I bought the 12 month dated version again in the hopes that it would prevent me from skipping sections. If I bought the undated, I worried I’d tell myself “Oh, just come back to it later.” Confession: I almost never “come back to it later.” I am the worst about multitasking, procrastinating, and down right forgetting. So I thought that as I share my goals each month (lets hold each other accountable, y’all!), I’d share my PowerSheets pages as well.

February Recap

February Goals Recap

So you’ll see that I was really successful with some goals and totally bombed others. But as Emily Ley says: Grace, not perfection. I just got back into blogging this year thanks to my friend and colleague, Sam, who runs the British Naval History website. And doing so encouraged me to make better use of my personal website. I’ve long admired the blogs of Lara, Emily, Cheyenne Schultz, and the Cultivate What Matters team. They’re truly inspiring in their own ways. So I’m hoping my blog can be an inspiration to someone. And that it will help me achieve my personal, professional, and academic goals in new ways. I was thrilled when I marked that off my “monthly goals” last month, especially since I only made minor progress on my other monthly goals.

Rather than reflect on how badly I did with some of my goals, you’ll see I simply shifted many of them to this month. In particular:

  • creating a daily schedule
  • researching/writing each week
  • working on my French lessons each week
  • drinking more water
Positive Reflections on February

A lot of fun and exciting things happened in February. All too often, I bury the positives under the “daily drudgery” and forget to be thankful for those moments. So here are just a few of the highlights from February:

  • went to Yoga on Tap with Arrow at Diamondback Brewing with my friend Kerry
  • had an unexpected visit from Kyle (along with some pretty positive news that we’ll hopefully be able to share soon!)
  • attended the opening night premier of The Nether put on by my university’s Theater and Media Performance department with my friend Amanda
  • had a belated “Galentine’s Day” celebration with Amanda, Kerry, Lily, and Zina
  • got to give a (well-received) Tedx talk at the university
  • a couple of colleagues and I took several of our Public History students on a trip to Oregon Ridge Nature Center for a maple syrup/sugar event
PHist Trip Goals
From Right to Left (“front row”): Dr. Glenn Johnston (Chair), Austin, Caroline, Stephanie, Anthony; (“back row”) Karalyn, Dr. Joseph McGraw (our “Outdoor History/History Mystery” guru and Internship Coordinator)
Spring Refresh

Clear the Clutter Goals

I’m really happy that the Cultivate What Matters team moved the”Spring Refresh” between February & March this year instead of placing it between March & April. Yes, I know that Spring doesn’t technically start until March 20th this year. So it might seem odd to do the Spring Refresh at the beginning of March, but it was actually much needed for me. I love the idea of different types of “clutter” in our lives. Categorizing things in this way is helping me to make purposeful decisions about what to “clear out” of my life. In particular, I’ve found I’ve spent way too much time on social media. Part of that has to do with the fact that my loved ones are all quite far, physically, from me. So social media makes it much easier to stay in touch. But between the “highlight reel” of peoples lives (especially baby announcements and academic progress) and today’s political climate, I’m overwhelmed. One goal for Spring, then, is to limit my time during the week. And to try for “Social Media Free” weekends. You’ll see further below that I’ve tried to add that to my “Monthly Goals” for March.

Yes and No for Goal Reaching

Yes and No for Goals

My FMEC (Faculty Mentoring and Evaluation Committee) has encouraged me to learn to say “no” to things that are not going to move me forward in reaching my goals. As Lara Casey often says, “Remember: saying NO to one thing means you are saying YES to something potentially better.” I’ve found, in my second year of full-time teaching, that I’ve said “yes” to far too many commitments. I’m on 5 (maybe 6?) university committees. I’ve joined 2 writing groups (one meets monthly, one meets weekly). I teach 4 classes a semester. I’m editing an article for someone. I’ve aimed to attend yoga at least 3 times a week. Any time I’m invited to something (university event, field trips, etc), I almost always say yes. And don’t get me wrong, I love being so involved and feeling like such an integral part of my university.

But I’m finding that maybe I’ve stretched myself too thin. I was inspired by Lara’s reflection:

What does “having it together” mean anyway? Define the lie and the truth. The lie: I have to have the perfect plan and perfect results or I’m a failure. False. The truth: To me, having it “together” means I don’t have to do it all. 

For too long I’ve thought that not only do I have to “do it all,” but that I have to do it well. And the truth is: I can’t. So my focus word for the next three months is FAITH. Faith that I can so no to things that drain me. Faith that I can say yes to things that motivate me. And faith that I can let go of my self-doubt, excuses, and worry. I want to fill the next three months with love & learning, purpose, rest & rejuvenation, and most importantly: friends & family.

What’s Ahead for the Month of March

One of the things that I’m considering next year is buying 2 sets of PowerSheets: one for personal goals and one for work/academic goals. Because I noticed in each section of the PowerSheets prep, I was struggling to narrow things down in a meaningful way. But for now, you’ll see the two sets of goals are intertwined. I chose Self-Care as my word for the month of March because my word for 2017 is Balance. And I think self-care is an important component of seeking and finding balance in our lives. I have a lot of things on my calendar for this month, but I kept my PowerSheets list pretty short. All of my to-dos are already spread across my Google Calendar, my physical day-planner, and my large office wall calendar. Maybe that’s another thing for next year: a single-calendar system.

Wall Calendar Goals
Peg Leg McGee keeps watch over the calendar

Yeah….ignore the fact that I tried to make Spring Break a week later than it actually is. But of all the things I have coming up this month, it is the one thing I think I’m the most excited about. Even if I will be grading midterm exams during that time. I’ve loved using the Cultivate What Matters sticker book to help make everything seem more fun. If anyone wants to send stickers my way, I’m happy to take them off your hands! But it’s become increasingly clearer that I need to focus on organization and clarity in the coming months. I think it will make achieving my goals in March much easier (hopefully) and will make me feel more productive.

March 2017 Goals

Drum roll please…..

March 2017 Goals

Here are my March 2017 Goals. You’ll see that many of them are carried over from February, but that’s ok. My daily goals, in particular, are goals that I aim to make habits. So they’ll likely be part of my daily goals every month.

Monthly Goals
  • Create a daily “schedule”: I hope that this will prevent me from spending too much time on certain tasks and not enough on others. And hopefully it will help me more easily meet my weekly goals.
  • Add $$$ to our savings account: One of my goals for 2017 was to learn to manage our finances better. Another goal for 2017 was to go on at least 1 vacation with Kyle. By paying attention to saving money, it will force me to think more critically about my spending.
  • Write one grant application: Here’s a confession for you: I am awful at writing grant applications. I routinely ask for less money than I need. I feel completely incapable of “selling myself” to the funding agencies. Why is my work worthy? And why should they give me money over someone else?
  • Be kinder to myself: I am notoriously hard on myself. I never feel like I’m enough (smart enough, productive enough, fit enough, available enough…enough, enough, enough). So this month I want to work on finding ways to be kinder to myself.
  • Blog posts: Well look at that? I’m already part way through this goal for the month! I’ve set a goal to blog on my personal page once or twice a month. This is an addition to completing my blog posts for the British Naval History website. If you guys have ideas about what you want to read about (for either site), let me know! I’m happy for suggestions!
  • Taxes $$$: I have always hated doing our taxes. Last year, Kyle took on the responsibility of filing and he’s much better at it than I am. But I can’t let that stop me from being involved. So I’m going to be helping Kyle with the taxes this year.
Weekly Goals
  • Exercise (at least) 3x a week: I want to continue doing yoga at least 3 times a week (if not more). But I’m adding to the goal this time by adding at least 1-2 days of strength training into the mix. I’ve never really put my health at the top of my priority list. And that has to change. I want to be healthy for myself. I want to be healthy for my family. If I’m not healthy then I will not meet most of the goals I’ve set for myself. Baby steps. I’m a work-in-progress.
  • French Lessons (1 hour per week): I didn’t even touch this goal last month. So this month I intend to set aside 1 hour each week (whether that’s broken up into short increments or all at once). And from there, I can increase the amount of time I spend as needed. I think creating that “daily schedule” will help in achieving this goal.
  • Research/write (1 hour per week): Last month I had the goal of setting aside 2-3 hours per week for my research/writing related to my academic work. I think I was a bit overly ambitious.
  • Attend Writing Group: I placed this under “weekly” goals because I ended up having a lot of excuses last month. No more. This goal is directly attached to my research/writing goal. 2 birds, 1 stone.
Daily Goals
  • Take my vitamins: I’ve found taking my daily vitamins also helps me to remember to take my heart medication and to brush/floss/rinse. Win-Win.
  • Drink 64+ oz. water: I am the worst about drinking enough water. Although I limit my coffee intake, it often means not drinking anything else during the day.
  • In bed by 10pm: Establishing a defined sleep routine will hopefully help prevent me from feeling tired all. the. time.
  • No frivolous spending $$$: Step one towards reducing debt and increasing savings.
  • Be active (defined by my Fitbit) for 6 of 11 hours: Having a fairly “sedentary” job leads me to large periods of inactivity. Being more active will hopefully make exercising weekly easier.
  • Leave a “dish-free” sink each night: I think I might have read about this in Emily Ley’s book, Grace Not Perfection, but I honestly can’t remember. But it’s something that I’ve found makes my morning routines easier. Instead of having to wash my coffee-making accoutrements before making coffee, everything is ready to go first thing in the morning.
Final Thoughts

These are just some of the things I have planned for the coming month. Some things are ongoing: like working on a Lowcountry Digital History Initiative project with some of our students. And building a digital humanities collaboration between our department and the English department alongside my friend Amanda. But I’m motivated and ready to make progress on my goals. I have to constantly remind myself: progress over perfection.

What are you goals for the month? For spring? For 2017!?