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Dr Raul Pacheco-Vega

@raulpacheco

11 Feb

It's almost February 15th, 2021, which means I get to muse about planning, yearly planning, etc.

As most of you know, I'm a very systematic planner. Even in the face of COVID19, which threw every plan I had out the window. Even in the face of chronic illness, which did the same

To me, planning is a tool to maintain a semblance of control in my life. Because I know that all bets are off right now, my planning is quite relaxed, to-the-point and non-committal. Do I have to teach 2 courses this fall? Those DO go in the plan. Do I have to resubmit R&Rs?

My yearly planning process through the Everything Notebook has the advantage (for me) that I can be as ambitious or non-ambitious as I want or need.

There is stuff that MUST go in there, but there are also things that can be rescheduled/terminated. raulpacheco.org/2016/12/my-yea…

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Dr Raul Pacheco-Vega

@raulpacheco

11 Feb

Les había prometido que si me daban medio "Like" les hacía un hilo para mi Twitter hispanoparlante sobre "cómo revisar un manuscrito al que le han dado R&R (revise-and-resubmit, o revisar-y-reenviar).

Tengo 45 minutos antes de irme a dormir, así es que, abro hilo.

Algo que no estoy seguro que se enseñe en posgrados (al menos en Iberoamérica) es que el objetivo del envío es obtener, cuando menos, un R y R (revisar y reenviar).

Cuando yo era más joven, tuve mucha suerte que me aceptaron artículos arbitrados con cambios muy menores.

Contra lo que se pudiera pensar, el tener éxito al principio de mi proceso de publicación (con aceptaciones directas y/o con cambios menores) minó mi capacidad de enfrentarme a las críticas, en ocasiones devastadoras, que me llegaron a hacer más adelante (en inglés Y en español)

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Dr Raul Pacheco-Vega

@raulpacheco

17 Jan

THREAD: I was asked for references on how to use ethnographic field notes in the actual writing of a paper, and how they should be reported.

Interestingly, most of the work I've read on field notes is on "how to craft them" and "how to analyze them", not "how to report them".

On developing an ethnographic sensibility and learning how to write field notes, I’ve found books most useful.

What I want to make clear is that using excerpts from your interviews and ethnographic field notes is common in the actual writing of the ethnography.

If you are teaching ethnography, and you want to educate your students on how they can use their field notes when writing up their results/analysis/discussion sections, I believe you need to use 2 strategies first.

1) Teach them how to write analytically raulpacheco.org/2017/05/distin…

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Dr Raul Pacheco-Vega

@raulpacheco

16 Jan

I understand the reason why students (and faculty!) ask me how long does it take me to read and engage deeply with the materials I read. Generally speaking I'm a very, very, very fast reader. But when I really need to absorb the material in great depth, I am relatively slow.

I wrote this blog post raulpacheco.org/2020/12/how-to… with that question in mind.

My own students ask me "how long should it take me to prepare for your course?" -- I believe this question comes from the notion of credit-hours: to prepare for a 4 credits class, you should, in theory,

... devote one hour of preparation per class hour.

When I taught math (differential and integral calculus, multiple variables calculus and differential equations), I always told my students they had to study for 3 hours per hour of class. Not that I thought it was a great idea.

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Dr Raul Pacheco-Vega

@raulpacheco

16 Jan

THREAD: on reading methods papers.

In a previous thread I indicated that in the same way that we need a repertoire of reading strategies, we also need to recognize the different types of articles, book chapters and books we read.

In this thread I’ll showcase several types.

@polanalysis

1) this piece about shadowing of political elites is one of my favourites - it’s in @polanalysis (a rather quantitative journal), focuses on a qualitative method (shadowing) and is by one of my favourite political scientists (@jenniferbussell)

I started with the Abstract.

Reading the first page took me just a few minutes and I can gain a lot of insight already.

I marked sentences that I’d like to quote directly (definition of shadowing, how it works). These direct quotations can go in a Cornell Note, CSED row or Everything Notebook or index card

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Dr Raul Pacheco-Vega

@raulpacheco

15 Jan

THREAD: Teaching students how to differentiate among various types of reading materials is important, not only for students but also for those of us who are educators.

When we design syllabi (see my Resources for Educators) raulpacheco.org/resources/reso… we include different materials

For example, these papers are specific to “methods”: they describe a method (or a type of innovation to make a method work)

I always tell my students to avoid doing an AIC with methods papers. Instead do a meso-level or medium-level read: look for major themes, ideas, concepts.

These are “empirical” papers: authors apply or develop a new method which then is implemented in a case study, comparative examination or dataset.

Empirical papers, in my view, can be first quickly read using AIC and LATER, do a second round of in-depth reading.

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