It's that time of year when I begin to feel the upcoming school year breathing down my neck. I always find this rather sad, because when I was a student, July and August were lovely vacation months and then once school started (whether in September or in late August) I was always happy to go back.
But of course for those of us who teach, we work pretty much year-round whether or not we teach in the summer. And the latter part of the summer is when things need to be readied for fall.
Now, back when I was on the job market, I envisioned having about three years ahead of intensive course invention, after which I assumed I'd just do some tweaks to existing courses and occasionally create a whole new course on some exciting topic. And this is how it is for many professors. Once they've got their basic set, it's kind of up to them how much to change and when to create something new.
Alas, that's not exactly how my life has gone. While I'm grateful that I got a good job and have congenial colleagues and union faculty and so on, allow me to whine a little, because we all need to kvetch about something or other from time to time.
When I was teaching in grad school, we were on a semester schedule with 15 weeks of class. I created some courses.
I was hired (yay!) but for a quarter schedule. I was also, for the time being, the only person teaching western art, and most of our students took more than six years to graduate. I needed to change all my semester courses to quarter courses and create a lot of new courses.
However, we were also not going to stay on quarters--we were going to switch to a 14-week semester schedule. (Note that previously my semester had been 15 weeks!) After three years of creating quarter courses, I needed to turn them into semester courses. And also make everything taught in the fall go from twice a week to thrice a week, because by that time I wasn't the only person teaching western art and it wouldn't have been fair to make one person teach three times a week all year on the new schedule when the other person got to teach twice a week all year.
The thrice-a-week schedule did not work very well for us because all of the studio courses were twice-a-week (Monday-Wednesday or Tuesday-Thursday), and students, not surprisingly, did not want to come to campus for a 50-minute class on Friday when they had no other reason to be there. So they'd sometimes take three art history courses per semester, which was hard for most of them to handle because the upper-level art history courses are all writing intensive.
We came up with a new plan, which was for both art historians to teach Tuesday-Thursday plus a once-a-week course on Monday or Wednesday. I'm happy with this, so long as I get to choose which course to put in that once-a-week slot. Because not everything works well taught like that. You really need to be able to break up the lecture-and-discussion with films and activities. And so, I've found that this works pretty well for Surrealism and for Modern Design, and tolerably for Women in Art, but it just is not great for Czech Modernism because there are really no films in English on that topic. And note that every time I've taught Czech Modernism I've had to revise the time blocks; Women in Art has also had its time blocks shifted frequently.
After we adopted the Tuesday-Thursday-plus-one schedule, I thought I would finally be able to focus my revisions on making actual improvements to the courses rather than on juggling the time slots, but of course this year we had a whole new problem: COVID-19.
Yep, in the spring I had basically three days to figure out how to take my courses "remote," and now I'm trying to figure out how to more effectively take another one remote for the whole semester plus create my own remote version of a gen-ed course that I've never previously had to teach. Plus, of course, we may need to teach remotely in the spring as well. Hell's bells, for all I know I may need to teach remotely for the rest of my career in higher ed! And I am one of those professors who has always said I would not teach online, because I would rather work face to face with my students.
You can see why I lament and complain. I'm grateful not to be a K-12 teacher who will probably have no choice at all about how to teach in the fall, but still. I'd much rather focus on making my courses better than on simply making sure they can happen at all.
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