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Suggestions for undergraduate students seeking professors’ letters of reference

I'm done reading my magazine, I quit. magazine & eyeglasses

photo credit: photosteve101

One of the reasons why I ask my students in my syllabus to provide me with a photograph and a brief summary of their background and why they are taking my courses is because I am a firm believer in mentorship. I work hard at encouraging my students to grow, and if they so choose, undertake graduate studies or further their education. At some point, most of my hard-working students will come back and ask me “Dr. Pacheco-Vega, would you please write a letter of reference for me?”. And for the most part, I say yes.

Most of the students who approach me always ask me if I remember them (or hope I do). In all cases I would NEVER write a letter of reference for a student whom I don’t have a basis to support (e.g. didn’t work hard in my classes, never interacted with me, etc.) There have been a few instances where a student who really didn’t work hard in my classes has asked me for a letter of reference and I politely decline.

This short post is a quick list of things ANY professor will need if they are writing a reference letter for you, and these suggestions are geared mostly to the student.

  • Make sure you actually know your professor. It’s amazing how many students don’t feel like they can interact and approach professors. All my undergraduate and graduate career I had amazing mentors and that’s also why that’s my own philosophy. I’m very approachable. You can reach me by email or Twitter or Facebook, or heck, dropping by my office hours. For a student who is seeking a letter of reference, it is important to me to know the student, and I thus suggest that you make an active effort to get to know your professors.
  • Make sure you provide ALL background information. What program are you seeking to get into? What is your specialty? What did you write when you were my student? What have you been up to in the past few years that I can put into the letter of reference?
  • Provide polite reminders within 4, 2 and 1 week. We are busy academics, any of your professors will have between 10 and 20 different things to attend to. Even if I insert it into my Google Calendar, it’s possible that I’ll forget. REMIND ME. And remind your professors (politely).
  • Be respectful in your communication. You may no longer be my student but I will always be your professor (or ex-professor). So, be courteous, respectful and direct without being blunt
  • Provide easy schematics of when you need letters of reference and for what. I ask my students to build a table telling me: name of the school, program, deadline for letter of reference, and special details.
  • Tell your professor the format of the application, well in advance. University of Toronto, and London School of Economics, for example, require online applications. If that’s the case, I can treat the application differently than if I need to search my archives for any kind of work you’ve sent me
  • Provide ALL contact details of EACH university you are applying to. Provide them in the table I mentioned above, and if need be, add them again in the text of an email reminder. The reality is, it takes way longer for me to write a letter if I need to be searching on Google for the contact details of each university and whom I need to address the reference letter.
  • Be grateful! You don’t necessarily need to buy a gift for a professor, but a handwritten note or a thank you card goes a long way. Trust me, the amount of time we spend writing letters of reference for students is not insignificant!

Posted in teaching.


Using social media to advance your academic research goals

Having taught a few seminars on how to use social media to advance academic research, I know the kinds of objections that academics pose to the use of social media. “I don’t have the time”. “I have nothing to say”. “I’m already overworked – why would I want to add something to my list of To-Do’s”, are amongst the phrases I have heard most commonly when teaching these workshops.

Admittedly, I’m what some scholars would call an “early career/young scholar”. But I have also seen senior faculty members and academics of all walks of life adopt and embrace social media. Here are 4 ways in which I have enhanced my own research agenda using social media.

  1. Build a network of like-minded scholars: When I was a graduate student, during my PhD, I e-mailed just about every Canadian environmental policy scholar. I dropped by their offices to introduce myself, chat about our scholarly research, etc. That is how I built a network of academics who work in the environmental policy field, worldwide. Mostly, through list-serves, one-on-one meetings and e-mails. With social media, building a network doesn’t necessitate you dropping by someone’s office. All you need to do is follow each other on Twitter, share tips, ideas, have a conversation, etc. On Twitter, I have met some of the nicest (and brightest) scholars, both at the graduate-student level and graduated PhDs (and non-PhDs) who are working in specific policy fields where I have scholarly interests.
  2. Follow specific research themes and topics: I have built a social media monitoring dashboard (much like my friend Alexandra Samuel has proposed on her site – Alexandra is also a political scientist and a social media expert, whose opinion I do trust). Through that monitoring dashboard I make sure that I keep my fingers on specific research themes (water governance being one of the major ones).
  3. Provide service to the scholarly community: As a graduate student, my former PhD advisor’s mentorship meant the world to me. He shepherded my PhD process and helped me succeed by ultimately getting my doctorate. But I owe mentorship not only to him. I was advised and helped by many senior scholars who took the time to read my drafts, critique my thoughts, share their expertise. So I do the same, through a specific community: the #PhDChat network. While #PhDChat in itself is just a hashtag created by graduate students to have discussions on the PhD process (and support each other while doing it). I participate on the #PhDChat discussions providing mentorship and helpful suggestions on how students can make the best of the process. I do this because I believe in contributing to the scholarly community, particularly the young, up-and-coming scholars.
  4. Share my scholarly expertise and build credibility online: I learned (the hard way) about how important it is to build a brand (YOUR brand) online. Many people who read my personal blog would forget that I am first and foremost an academic. So I began writing a research blog (this one) where I share small snippets of my research. I also cross-post a link to my research blog entries to my professional Twitter account and my professional Facebook page. A number of scholars have contacted me in the past couple of years because I blog about my research interests and activities. Having a blog also enables me to discuss scholarship that I am interested in digesting, by sharing my preliminary results and/or research questions that come to my mind.

Posted in environmental policy.

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Best practices using Twitter and Facebook in teaching & higher education

Last week I found myself speaking to (and trying to convince) a small group of what some folks would consider VERY traditional academics. Our conversation centered around using social media to advance their research goals. One of them, the one who invited me, is a full professor whose work I respect a lot. Contrary to the situation of many academics I know who are now delving into social media, I have almost 6 years of experience using online tools. So what for them is somewhat frightening (“where in the world will I find the time to tweet/blog”, “what will I blog or tweet about”) for me is like riding a bike. It does help that I have a personal account, and a personal blog where I have tested the tools, and then applied to my work in higher education, research, teaching and learning.

In the past two years, I’ve taught a few seminars on how to use social media in academic settings. I find it extremely hard to convince scientists and professors to use social media (and I have to tell them: remember, I’m one of you, folks – not one of THEM, e.g. not one of the social media experts we find all the time). The question that I get asked the most when I give talks to professors on how to use social media is “what are your best practices on using Twitter and Facebook with your students?”

I would summarize my experience (and best practices) as follows:

  • I make it a requirement for my students (e.g. I grade their performance) to participate in discussions, online or offline. Participating online means (amongst other things, but not limited to) commenting on blog posts, sharing relevant news and information on Twitter or my Facebook Page wall.
  • I make it explicit to my students that a quick Twitter mention to my @raulpacheco account or a short comment on my Facebook page wall may get responded faster than using email to communicate with me. The brevity of Twitter enables them (and me) to learn how to synthesize large pieces of information in 140 character snippets.
  • I follow back EVERY SINGLE ONE of my students on Twitter. There is a level of privacy that I want them to have that I understand doesn’t apply with the @ reply mention or a Facebook wall comment. If they choose to send me a quick Direct Message, I always respond through the same channel.
  • I don’t add my students to my personal Facebook account, but I communicate through my Facebook page. There are various schools of thought on whether one should ‘Friend’ students or not. I find the Facebook page useful enough, because as I tell my students on my syllabus, I’m not your friend, I’m not your colleague. I’m your professor.
  • I have created specific hashtags for each of my courses: Public Policy (#POLI350A) and Global Environmental Politics (#POLI375A) and Environmental Politics and Policy (#POLI351). That way, my students can track whatever information I have shared or can indicate to me something that they think I need to pay attention to.
  • I share the Twitter ID of my colleagues when they are coming to a lecture. The best example is Dr. Janni Aragon from the University of Victoria, a good friend of mine who guest lectures often on topics of gender, global environmental politics and public policy in my courses. Her Twitter ID is @janniaragon, and I mention her whenever she is about to come to my class to guest-lecture. Coincidentally, we have co-presented at least once on our experiences Teaching with Social Media, this year at Social Media Camp Victoria 2011.
  • I have created Twitter lists for my students, for colleagues, for research topics, and monitor these lists. In particular, I monitor my My Students’ Twitter list because that way I can keep tabs on what my former and current students are doing. It’s a great way also for my own students to build a network of friends online as they are all graduates who have taken my courses.

These are just a few of the best practices I have implemented throughout the years I’ve been teaching at the university level. Hopefully they will be useful to other colleagues seeking to implement social media (specifically Twitter and Facebook) in the classroom.

For me, the underlying philosophy of why and how I use social media in teaching & higher education is pretty much the same philosophy that underlies my teaching: I seek to inspire my students, to connect them with real policy issues that need to be tackled and thought out, to build their skills and to provide them with a platform from where to launch their careers. Enabling them to be fluent in social media and gain confidence in their social media skills is just one of the ways in which I try to strengthen my student’s experience and educational outcomes.

I find it extremely rewarding when a former student of mine shares news about their current job or scholarly activities, when they find a nice read on global environmental politics that I must check out and when they simply just indicate how my work enables them or inspires them. It’s one of the best rewards of encouraging my students to use social media.

Posted in social media for teaching, teaching.


A public policy perspective on the fragmentation of jobs and the end of the permanent employment era

precious

photo credit: wolleydog

While I teach Public Policy (with a very specific focus on Canada but using cross-national comparisons to illuminate the theories), my research is not in the field of industrial policy. That said, when I was undertaking my doctoral dissertation research, I had to read and understand a lot of scholarly materials (books, book chapters, conference papers and journal articles) on industrial restructuring. The rigorous methodological approach I took to understanding the puzzle I was trying to solve (how do coupled industries respond to industrial restructuring under multiple stressors) required me to do a very thorough literature review, and many of the scholarship I explored came from the industrial and labor economics field. Industrial restructuring as a field of research has far-ranging and wide scope.

Some scholars have explored plants closure and the role of labor restructuring in industry decline. Others have examined how the shift from an industrial to a knowledge economy has shifted the focus (and popularity) of industrial plants and the erosion of jobs in these factories (there’s a lot of scholarship in the past 2 years). While I’m fluent in the literature, my work on environmental policy itself has had a somewhat tangential interest on the transformation of jobs. But my professional and personal experience has been affected by, and keeps me immersed, in this particular issue. The concept of permanent employment seems to be eroding with time, and fragmented jobs are a reality. I define a fragmented job as the sum of non-permanent employment gigs (remember, I’m not a labour economist nor is this my field of research – I’m just trying to make sense of the current state of affairs). As my friend and colleague Tris Hussey noted,

The next thing that struck me is that since 2003 (and since 2005 specifically) I haven’t had just a single job at any given time. I usually had a full-time 9 to whenever job plus several other side things going on. Why? To make ends meet. Now I don’t live high on the hog and I’ve tended to work for startups and smaller companies so augmenting my income to keep afloat isn’t really surprising. However, I think the “more than one job at a time” is more of a sign of how the economy has been shifting and changing below our feet in the past 10 years (ish). Yes, there are lots of people who do have just one job that pays enough for them to live, but I also know that I’m not alone in the world of always having to juggle multiple “jobs” to keep things on track.

This is not a rare situation, and particularly not in the academic world (unless you are on a tenured or tenure-track situation). In my own case, I have built my own academic life: I consult, I do research, I teach and I participate in scholarly life, even if I’m not tenured (I am, however, considering going on the academic job market, just to give it a go). My professional integrated (or fragmented) job situation is a choice of mine. Not everybody has that choice. Some colleagues need, as Tris mentions above, to keep 4-5 contracts at a time to make ends meet.

This is, I believe, the situation worldwide. I was reading a recent article, and I quote:

German Morales uses a vacuum to tidy up in an Alexandria, Va., house he painted. The mercurial economy has put a strain on his business. A record number of people exist on the fringes of the workforce: part-timers looking for more hours and the self-employed eager for more work.

If the statistics quoted on the article are to be believed (and I’m not one to believe statistics unless I rigorously test their reliability), the average length of time a person is unemployed rose to 40.4 weeks last month, the longest period ever, and an estimated 1.1 million Americans have given up on looking for work entirely. I wonder what the statistic is in Canada.

From a public policy perspective (and this is a question I intend to explore with my students in POLI350A Public Policy), my biggest question is – what can governments at the federal, provincial and municipal levels to improve the job situation? And is this a time where civil society and businesses need to take matters into their own hands and create more jobs, even if those jobs are contract, even if people need to have a fractured, fragmented job situation? This is a puzzle that will probably haunt me for the rest of the term, in addition to all the items on my current research agenda.

UPDATE – My friend and colleague Mat Wright had posted a link to a recent article that spoke to the decline of the permanent job, which he found, for your perusal. Thanks, Mat. I found the following paragraphs particularly haunting, and I quote:

The new world, however, is characterized by short-term jobs. You may be on contract; you may be a temporary employee; you may work part-time. But the key is that you will probably be hired for a very short period (“just-in time work” is the moniker) and then “let go when the work is done.” You will probably have to hold two or three jobs simultaneously for your entire working life. You will have no pension, no benefits, no vacations, no sick days. You will be constantly looking for work. “The permanent job, for the most part, is a thing of the past.”

Posted in policy analysis, public policy theories.

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The Malahat highway closures in relation to Vancouver, urban geography and the Economist Intelligence Unit livability index

Rarely do I post a diatribe on my research blog. Actually I don’t think I ever have. But the fact that the Economist Intelligence Unit (EIU) Twitter account posted what I think is an absurd response gives me an opportunity to showcase the relevance of one of the disciplines I studied when I was doing my PhD and that I find absolutely fascinating: geography.

Now, before I begin – I pay absolutely zero attention and give zero credibility to the Economist Intelligence Unit’s livability indices. I do enough research on environment and sustainability indicators to know that almost every single index has flaws. The EIU is not without its flaws. As one of my geographer colleagues noted on a list-serve I belong to (and I paraphrase) “the EIU livability index is one of those metrics designed for rich ex-pats“. To a certain extent, this is true. As noted by The Economist itself, “these rankings are used by employers assigning hardship allowances as part of expatriate relocation packages“.

I have lived in the city of Vancouver, off an on, for the better part of the past 15 years. Vancouver is a city that has been consistently ranked at the top of the EIU livability index (until August 2011). A city that has numerous flaws, in the environmental, social, economic realms. A city that suffers from extreme poverty in the downtown East Side and where you need no more than do a quick Twitter search to find countless mentions of how unaffordable it is to try and live here. Yet we remain here. Why? Because our definitions and metrics of quality of life are extremely varied, and what is livable for me may not be the same definition of livable for someone else. That’s the problem with general benchmarking metrics: at some point, you need to draw a line in the sand, and because we don’t recognize the heterogeneity of livelihoods worldwide, our human consciousness attempts to group together items that show similar features. Our brain tries to homogeneize what is, in and of itself, completely heterogeneous.

Now, I would not have paid any attention to this month’s release of EIU’s data were it not for the fact that to calculate how livable the city of Vancouver is, the EIU used the recent closures of the Malahat highway on Vancouver Island (a solid 1.5 hours by ferry from the mainland, and an additional 30-50 minute drive from Vancouver proper as well as an additional 30-40 minutes drive to get to the actual Malahat) as a measure of congestion. Please see the Twitter explanation AND the map below.

malahat and vancouver

malahat and livability

I rest my case. Seriously, some people really need to learn Geography 101.
My takeaway? Take any quantitative measure (quality of life, livability, sustainability) with a grain of salt. Actually, with a few scoops of salt. Think broadly (and think hard) about the implications of your analysis and its potential impact on society. As a policy analyst, that’s all I can hope people do, within the limits of our bounded rationality.

Posted in geography.


Global Environmental Governance: Perspectives on the Current Debate (Open Access Book)

The topic of global environmental governance is central to my research, despite the fact that I am (for the most part) a comparativist and a specialist in North American environmental politics and policy. I have been teaching Global Environmental Politics at UBC for a few years now, and every semester, I try to shuffle topics around and improve my syllabus.

I am also committed (as much as humanly possible, of course) to an Open Access policy. Thus, I have not assigned a textbook in any of my courses, and only assign electronic journal readings, which are all accessible thanks to The University of British Columbia’s excellent subscriptions to databases. Luckily, many more of my colleagues are making their research accessible to the public.

One recent excellent publication that is now available online in its entirety is Global Environmental Governance: Perspectives on the Current Debate (2011, Editors: Lydia Swart and Estelle Perry, Center for UN Education Reform). As much of my research has focused on understanding the dynamics of cross-national environmental policy making, understanding the way in which the United Nations Environment Programme (UNEP) works and untangling the intricacies of global environmental politics at the supra-national scale are two areas that I try to keep myself up-to-date with.

There’s a broad spectrum of views on whether there should be a World Environment Organization (WEO), from the early work of Adil Najam to the most recent work of Frank Biermann et al. Maria Ivanova has done a superb job in offering a historical overview of the inner workings and structural strengths and deficiencies of the UNEP in her chapter in the edited volume by Swart and Perry. I am also fond of the work of Biermann, and his emphasis on the role of the nation state in the architecture of global environmental governance.

Kudos to my dear colleagues (I am friends with both Biermann and Ivanova) for being part of this effort to provide the general public with direct exposure to their analytical views on the ever-evolving architecture of global environmental governance. All the chapters contributed to this edited volume are worth a read. I will be using a couple in my Winter 2011 syllabus for Global Environmental Politics.

Posted in governance.

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Teaching with Social Media (Panel with Dr. Janni Aragon)

Social Media Camp Victoria 2011 (Amber Naslund and my talk with Janni Aragon"

Dr. Janni Aragon (University of Victoria) and Dr. Raul Pacheco-Vega (The University of British Columbia)

This past weekend I spoke at a panel with Dr. Janni Aragon from University of Victoria. Both Dr. Aragon and I teach in our respective universities’ Departments of Political Science, and we are both heavy users of social media in the classroom. We gave a 45 minute joint talk on social media in the classroom (I’ve spoken about this topic extensively in the past, both at Northern Voice 2011, at American University Social Media Club 2011 and I’ve also given workshops and keynotes on the topic).

My experience (e.g. the empirical evidence I have gathered, and the information Dr. Aragon shared during our talk) points to social media as an innovative tool that should not replace good teaching practices, but enhance them. We also discussed how using and implementing social media in the classroom should take into account issues of privacy, workload and learning curves for the social media platforms.

Have you experimented with social media in the classroom?

Posted in social media for teaching.

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A relational dialectics approach to water governance research

I have been reading Jamie Linton’s book What Is Water (UBC Press, 2010). Linton’s book builds a theoretical framework based on relational dialectics. Linton explores humans in their relationship to water (in some ways, achieving a degree of reification of water that almost borders with making water an actual living entity).

River overflow 4

Normally, I never write “personal posts” on my research blog as I have a personal one for that kind of endeavour. But what made me reconsider this approach was a recent visit to Deep Cove in North Vancouver. I hiked Quarry Rock with my NSPIL and as we passed several waterfalls, I stopped to reflect on what drives social scientists to work in the water field. I mentioned Linton’s work and indicated that perhaps scholars in the social sciences feel they have a special relationship with water.

river flow

For those of you who are well versed in constructivist approaches, or are fluent in some fields of the human geography literature, this notion of “exploring the relationship of humans to water” is perhaps not foreign. For a positivist, neo-institutionalist like me, it’s actually quite challenging. As a chemical engineer, I have seen water as a chemical compound that is vital for biological functions. As a social scientist, I see water as a substance that has historically been polluted and wasted. I see wastewater as the missing piece in the hydrological cycle puzzle. I don’t “feel” a particular “relationship to water”. I explore the rules and norms that govern water use (and misuse). But I fail to see myself in a particular kind of relationship with water itself.

Deep Cove/Arms Reach Bistro

Ironically, as I stopped in my tracks to listen to the water trickling, I looked at how pristine it was. I thought about the ways in which we continue to pollute it and how much it irks me to see water being wasted. And I made the comment that perhaps I’m beginning to understand this relational dialectics to water. I feel the need, the urge and the mandate to protect water, to teach people (primarily my students, but also my peers) how to conserve water and to encourage the appropriate treatment of wastewater.

I’m learning a new relational approach to water governance.

Deep Cove/Arms Reach Bistro

Posted in water policy, World Water Day.

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World Water Day (March 22nd, 2011)

Deep Cove and Indian Arm and Baden Powell Trail

World Water Day was instituted as an initiative that grew out of the 1992 United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro. The theme for 2011 is Water for Cities. I recently spoke at the Western Division of the Canadian Association of Geographers, hosted by Simon Fraser University, on the urban geography of wastewater governance using the Lerma-Chapala river basin as a case study.

My research has had a focus on water since 2004, when I began analyzing the Lerma-Chapala river basin and exploring wastewater management. As a chemical engineer by training, and a social scientist by choice, I have been fascinated by why wastewater seems to be neglected in the social science literature. I have focused on water governance in cities, but more recently, I’ve begun exploring transboundary water issues, particularly across the US/Canada border.

I have also begun to explore the cultural perceptions of drinking water in the Metro Vancouver region, and I’m working on a couple of joint-authored papers on water poverty and energy poverty, teaching transboundary water conflict and the water soft path.

This World Water Day is also colored by the recent events in Japan which showcase how water can have both a vital role and a destructive one. Water for life, but also water can be lethal/destructive.

river flow

Posted in water policy, World Water Day.


Feminist theories in public policy in Canada (Guest lecture by Dr. Janni Aragon, University of Victoria)

Last week, I had the pleasure of having Dr. Janni Aragon (University of Victoria), guest-lecture my class (POLI 350A Public Policy at The University of British Columbia) on “Feminist theories in public policy in Canada“. My course is designed to offer students a broad survey of various bodies of literature in the policy sciences field (from rational choice to feminism, traversing through neo-institutionalism and social constructivism). The course also teaches students to examine public policy problems from a multiplicity of analytical perspectives.

While I use a fairly diverse variety of theoretical and analytical tools in my research, I self-identify primarily as a neo-institutional theorist. Thus, while I understand a range of feminist theories of public policy, I prefer to defer to specialists in the field like Dr. Aragon, who has kindly offered her lecture slides for my students to read, and I am posting them here as a PDF document.

Thanks to Dr. Aragon for accepting my invitation. My students were very engaged and really pleased with her visit and talk.

Posted in public policy theories, teaching.

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