Tag Archives: teaching

And, we’re off!

The semester has started and students are starting to find their way to the Moodle site, where so far, they are managing to register and upload pictures of themselves, set up their profiles , etc. So that’s a relief. Now I just hope my grad students do as well.

Meanwhile, we are scrambling through two grant proposals and the co-I who was helping me with the one that’s due next week got food poisoning two days ago. Argh. I think we will make it anyhow, but it’s going to be close, and stressful. And, the worst thing is that we are still trying to contact potential speakers for the workshop series; if they say yes, we immediately need commitment letters, 2-page CVs, and biographical blurbs. This is a big change from the last grant cycle’s requirements, which said that the letters would strengthen your proposals, but weren’t required. So that’s been a lot of fun to deal with; I love emailing people I don’t know (and those I do) and asking for huge favors. On the up side, they’ve been quite nice about it, and two of these lovely people have said yes so far. If we get the grant and run the series, I’ll brag about who they are. 🙂

Where to Begin…

As I approach the first week of classes, the pace has picked up on campus quite noticeably in several ways. I’m getting about four emails a day from people trying to schedule meetings I am supposed to attend, my department mailbox has received a flurry of paper about various events, and students are already asking me for syllabi, though classes don’t start for another week.

I’m excited though, because this term I teaching a composition class entirely online and themed around online community and participation; I think it will be really cool! Also, my grad class will be fun–I’m finally teaching one I’ve taught before–so I can incorporate things that have worked well before and drop those that didn’t. –It’s nice to finally get to a “second draft.” I kind of wish I could teach two sections–it’s been over-enrolled by almost half again several times since last spring.

And, the books I shipped via ground transport from the Netherlands have finally arrived, and seem to have survived their journey intact. –I was starting to wonder what I could possibly do fro here if they didn’t show up. The box of cocoa powder leaked a bit, so now the books all smell chocolatey. Which, if I was going to choose a scent, isn’t bad at all…

"True North is in the Eyes of the Beholder"

Today I spent about 7 hours reading “writing proficiency (something) tests” –I always forget what the S stands for because everyone just says “WPST” all the time. Anyway, it’s exhausting to read and score (holistic scoring on a 6 point scale, 2 readers for each test) so many. I think I read about 60-70, about 8 hand-written pages each. They were actually better this year then last fall, which is when I last participated in the reading.

Anyway, after a while we all just get kind of punchy because we’re drinking coffee and reading and reading, and stumbling across phrases like the one I share in this title. This was an actual title of an essay exam. Just think about it for awhile. And we had our perennial debate over what exactly we care more about; correct usage or clear arguments. I think this time I was more convincing about the importance of argument.

So I hope the trend continues, that students seem to be more ready by the time they take the test. One interesting note–students were writing about generational differences and without fail identified experiences with technology as on of the main differences between their own experience and their parents’ or grandparents’. I was impressed at their awareness.

Tick Tick Tick

Every now and then I enter some kind of mental phase when my brain feels overclocked. My thoughts speed up and run in parallel processes. Right now I am thinking about three different grant proposals; my undergrad and grad classes which start in two weeks; the orientation for new TAs next week; the 10 emails to which I’m awaiting replies; those I have to send out tomorrow; the Empire conference I’m co-chairing; a bi-lateral agreement with Piet Zwart; four calls for papers I might answer; my review of the ELO electronic text; my latest article for Sequential Tart; the skype calls I’m trying to arrange…

Does this count as a dynamic heterarchy? Intermediation?

Sometimes this might make me feel overstressed but sometimes it feels like my brain is whirring along, sustained by it’s own speed, in perpetual motion. It’s not perpetual of course, and the one problem is that it’s hard to sleep in this state. I have trouble dropping off until late and as soon as the sun is barely up my eyes fly open again. Just can’t stop thinking. And I don’t really want to except I’m getting rather tired…

Anyway, now, as if all this weren’t enough, I’m thinking about scholarly subjectivity, engagement, and Kenneth Burke.

What We Expect of Students

I started this last night, but now it’s morning…

I’ve just returned from another set of student exhibitions connected with Willem de Kooning and with Piet Zwart, the BA-Fine Arts graduation show from WdKA and the first-year MA-Fine Arts from PZI. I must say I didn’t think the first year MA show looked much better than the BA show, and didn’t even come close to the Media Design First Year MA show. It was almost all just formalist stuff, very little evidence of reflection on the media, and even though both exhibitions were not in formal gallery space, they looked as if that’s where they belonged, in a white cube.

Also, one of the Media Design MA students was at the BA show, helping out. She happens to not yet be ready for her show that opens on Saturday, so why she was out at this other event…Students!

Tomorrow (I mean today, now) I meet with people from De Waag Society for Old and New Media, so I’ll save more comments until after that.