Last month, I described my updated plan for teaching an introductory undergraduate “not-a-western-civ course” called Honors 121. In that post, I mentioned my tentative plan to assign case study presentations as part of the semester’s work. “The objective of that assignment, beyond creating a chance for collaborative work,” I wrote, “is to get students themselves to expand our course beyond the usual boundaries of the west—while also helping them conceptualize history as an ongoing conversation among scholars.”
Now I’m further along in the planning process, so I thought I should describe the case study presentation assignment I’m devising.
This fall, I’m scheduled to teach Honors 121 again at La Salle University. More than two years ago, I described some of my planning process for that course. The outcome was excellent, if I say so myself. It may have been the most fun I’ve ever had teaching.
Now I’m in the late stages of revising my syllabus (PDF) for another attempt.
This time, one big thing has changed: The honors program is now explicitly trying to avoid thinking of Honors 121 as a western civilization course. What it is instead … is an interesting question.
When I started teaching history on my own—working from my own syllabus rather than assisting someone else—I was thrown into a college U.S. history course just a couple of weeks before the semester started. I was still a graduate student, though I had my master’s degree, and I was replacing another adjunct instructor at the last minute. (I would eventually get to meet her at a conference. She’s nice.) She had chosen a set of textbooks that I’d never heard of, much less seen, and I found the department’s description of the course bizarre.
When I walked into the classroom, which had broken desks and obvious water damage, I still didn’t have access to my university email account or the university library. For the first few days, I had to ask the department secretary to come unlock the classroom computer any time I planned to use it.
Did I mention this was going to be the first time I had ever taught my own solo course?
I won’t keep you in suspense: That semester did not end up being my best work.
Inspired by some recent conversations and experiences, I have been thinking about how I approach the task of teaching controversial topics.
Much of my approach, I think, is directly inspired by having been a fairly prickly kind of student myself. I still see a lot of myself in students who aren’t prepared to buy what their instructors are hoping to sell. (Let’s assume, for the sake of simplicity, that we instructors are correct, though of course that is not universally the case.)
I think I can reduce my approach to four basic instructional moves. These moves strike me as both pragmatic and principled; I make these moves because they tend to work, but they work because they’re the morally right thing to do anyway.
I get the sense that a couple of things aren’t clear to everyone responsible for making decisions in U.S. higher education right now.
Regardless of your opinion of online teaching—and most of us, broadly speaking, are at least mild skeptics—most U.S. colleges and universities will have to move to all-online teaching by the end of the fall semester. (In many states, governors will make that decision for them if they don’t make it themselves. Many may have to switch to all-online teaching before the semester even starts.)
You have to give college instructors months of advance time to plan if you want that to go well.
Granted, if your college or university is like most, it routinely hires adjuncts at the last minute—sometimes a matter of mere days before courses begin—to teach your gateway undergraduate courses. In normal times, it can get away with that, to some extent, because those are usually standard courses; either we have taught them before, or we have seen them taught many times, or we have taught courses fundamentally similar to them before.
But almost nobody has taught all of their scheduled fall courses—general-education, upper-division undergraduate, and graduate—in an all-online format before. And a vanishingly small number have ever taught them in whatever HyFlex panic mode your administration has tried to devise in order to keep campus open.
In general, instructors teaching college courses this fall will have to redesign them—often all of them at once, and often from the ground up—in order to have any hope of teaching in a reasonably effective way throughout the semester.
We needed to have clear, reliable guidance about formats and methods all this spring and summer to make this happen. Had received it, we would still be hard pressed to make things work.
As it is, it’s now July 15. Most U.S. colleges and universities will be in regular session within about a month and a half, and many have opted for early start dates. Right now, most U.S. colleges still claim that they will be open in a traditional face-to-face format this fall.
It was one thing to make an emergency pivot to online teaching in an unforeseeable crisis this spring. What’s about to happen this fall is something quite different.