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My grades are in (though they are not due until tomorrow). We will graduate a new crop of McDaniel College students on Saturday. I always look forward to that day, but it is always bittersweet for me. This time of year is always bittersweet for me.

I work hard to create community with my classes. Connecting with each of my students is also a goal of mine, and one I most often reach. The most challenging class for me in that regard with the thirty-person Medieval Art course. But I managed to find a way to build a bridge to each student, and to make each of them feel important. If I had not, I’m not at all sure that they would have been so eager to have this picture of the class as a whole (thanks to Dr. Lyndsey Smith, who acted as a T.A. for this semester, for taking the picture):

The departure of students from The Hill, our nickname for our college campus, depresses me slightly every year. I don’t know how many other faculty feel this. It seems counter-intuitive to the trends I see on Twitter and elsewhere about “grades are in!” and “Let the summer begin!” Of course, I have projects and writing that I wish to do, but I seem to make progress on those as I am teaching my students, not in spite of them. I had a book published this spring semester by the University of North Carolina Press: Modernism vs. Traditionalism: Art in Paris, 1888-89, a Reacting to the Past game that was co-authored by Michael Marlais and Nicolas Proctor. That book was not written in the summer(s).  I also had a chapter published in the following book on active learning: Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation and Creativity, Anastasia Misseyanni, Militiades D. Lytras, Paraskevi Papadopoulou, eds. Emerald Publishing Limited, 2018. My chapter was on my experience with the football players in the Fall of 2015: “Engaging the non-Art History Student: A Tale of Five Football Players (and others) in Roman Art” (187-209). Both of these projects were peer reviewed (the Reacting game extensively), and most of the final work was done in the fall semester. Thus, summers are not always the time that we have laid at our feet to do our work as scholars. Somehow, I always manage, even when I am in the midst of classes to teach, papers to grade, and students to mentor.

I am not advocating for not having a free summer. I am not saying that at all. I know I need some mental time to reestablish other routines, and just to have a rest from the relentless (self-imposed) pressure to create an engaging classroom experience every class period. But right now I feel sad.

So, really what I am seeking is advice. For those who find the departure of students to be alarming, distressing, or even depressing: what do you do? How do you transition to summer?