Wrapping up the school year
It’s the time of year that students are busy studying for and taking final exams. Professors are occupied creating them. During these days, instructors have to decide how to “wrap up” their course. In my Newberry Library class, I decided to give a brief ten to fifteen minute presentation of my views on the problems at hand. Since it was a small group, with adults, primarily focused on discussion, I thought this appropriate.
On the other hand, I haven’t given my undergraduate students at Loyola University the same presentation. We did close out the class with readings on Martha Nussbaum (whose views I largely agree with) as well as Engaged Buddhists (ditto, though I’m working out where these ideas clash). But I intentionally concluded by presenting them with a film and an article containing ethical problems and then holding class discussion. I did not want to be the arbiter of how they “should” view ethics, aside from giving them the academic language and framework.
In another few weeks I’ll be getting my student evaluations and then embarking on another adventure as an online course instructor. At this point, I’ve gotten a substantial bit of teaching experience:
- Teaching Assistant for several courses in my master’s program
- Online Instructor for one pre-fabricated course at a community college
- Adjunct Instructor, fully responsible for course content (with textbook pre-selected) at a community college
- Adjunct Instructor, responsible for all course content and book selection at a four-year institution
- Seminar Instructor, responsible for all course content and book selection for adult ongoing education
I’ve found that, for me personally, I start these courses blazing, right out of the gates and then hit a bit of a creative lag just after midterms. I reignite towards the end of the semester as I get excited watching students make connections, but seem to falter when it comes to making a strong finish. How much recap should I do? How much connection-making should I do for the students, and what should I let them do? How can the same questions be made fresh, and how can I give them the impetus to continue learning?
This is where the film Water came in for the ethics class–an attempt to make connections by watching, discussion, then writing about the movie in light of ethical theorists. On the last day, our class played “Jeopardy” and I gave them questions (strongly hinting they were important to know) that could be answered in the form of “What is a priori?” etc. It felt like a slightly weak conclusion–as if perhaps I could have been giving a rousing recapitulation of the entire course, deftly weaving together the patterns we’d examined into something so beautiful that they’d all declare philosophy as a major the next day.
Of course, my aim is really that they learn the material. Their declaring philosophy is not my goal. And in another few days we’ll see how that succeeded.
Arbitrary Chatter:
Aaron Boyden: Well, back when I was an... Aaron Boyden: The evaluation of historical... Loden Jinpa: thanks Richard: Thanks Colleen — let me just add... Loden Jinpa: >Finally, I just read the draft...