- I need to be more explicit about grades, grade scales, & all things evaluative. This pains me.
- I'm good at improvising with discussions about texts. This is my strength as a teacher.
- I must never again put myself in a position where I have 125 students in courses with substantial writing requirements. Not fair to the students, not fair to me.
- Despite the fact that I'm good at it, I need to rely less on my skill as an improviser -- it leaves too many students behind. Play standards a bit more often. Less free jazz.
I didn't cover myself in glory. But then I didn't crash & burn, either. At the moment, I don't have much time for retrospective self-analysis because I'm getting ready to teach an on-line version of my regular Understanding Vietnam course & that means wrestling with the Blackboard "learning system." That course goes live in about ten days & I still have a lot of gut work to do, though conceptually the course is done. This afternoon my departmental colleagues & I began a series of meetings to talk about where we've been & where we're going. There is a new general education curriculum & our mandate as a department has shifted from a service role to that of a department offering several different majors & programs. But that's all background & I've written about it before. So, this is what I want to remember: