Whenever I describe the following experience to colleagues they tell me I should write it up. So. Here it is:
In Fall 2007 I taught a freshman seminar for the first time. The topic was Children, Marriage, and the Family, and students also took two, thematically-linked, classes in other departments together. The design is there are 20 students (in fact I’ve had 21 each time); it might be worth knowing in what follows that nearly all of those students have been women which, I am told, is a result of the subject matter. I had, up till then, very little contact with first or second year undergraduates. My regular large service class, although perfectly suitable for freshmen and sophomores, is under-supplied, so upper-class students nearly fill it up before the others get to register. And I usually teach upper level courses for majors otherwise, which, again, mostly contain juniors and seniors.
So teaching first years was a big challenge. Lecturing them is absurd. But I had no discussion-prompting skills, and no knowledge of what the students would know. I was uneasy all semester long for lots of reasons, and never felt entirely on top of things. And I felt particularly inadequate because I had just read Our Underachieving Colleges. It certainly got better, and I had a (then) graduate student who is a much more skilled teacher than I am visit a few times, partly for recommendation-writing purposes, but mainly to get her help.
I taught the same seminar again in Fall 2010. That summer I had one of my semi-regular meetings over tea/coffee with Emma, a 2007 student, who by then was a Nursing major, and with whom I had talked a lot about the classes she was taking during the intervening time. She, knowing I was going to teach the class again in the Fall, asked whether there was anything she could do to help.
I knew immediately what I wanted her to do.
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