Week one of our spring 2019 semester is in the can. I'm not going to talk about the internet outage, the snow day, the delays, and the fact that I got sick and needed antibiotics all in the first week of class (ok, well maybe I'll just mention it). What I do want to talk about is a mental shift that I realized happened this week after I met all three of my classes.
It was suddenly less about the content and all about the students.
Now I have faces, not just names, actual people, in my classes. It's not just a roster. It's not just about the number of butts in the seats; I spent so much time fretting in December and early January about having only 12 in one of the classes. Now it's full. I spent tons of hours this past January building my hybrid class both in terms of content online, activities in the classroom, and navigation of the site itself. For my face to face classes I similarly thought deeply about new ways to include more visual analysis. After reading How Humans Learn by Josh Eyler, and expanding on an assessment of understanding international cultures, I thought about how to extend an assignment about learning disciplinary perspectives. All of that is still there. It's in the syllabus, in my course notes for the semester, and I will be planning everything out a few days before that particular class will actually happen.
But now that all of that seems secondary. Because now I have the people. The students are now telling me in discussion boards about how this is the last class that they got to choose before graduation, and they wanted it to be with me. Another said that he regretted not taking art history so far over his four years, and after talking to students who had taken my classes previously, did not want to miss out in his last semester of college. Some need the classes for the completion of their minor, or it's a requirement for the major. There are a dizzying array of reasons why students are taking my three classes (History of Western Art II, Roman Art, Romanticism and Impressionism for those keeping score). And they are what matters now. The enrollment, the course planning, the content (which I love; these are three of my favorite classes to teach of all time), and the exercises are all secondary to those individuals who trust me enough to allow me to teach them, guide them, and educate them. I barely know all their names yet (working on it) but their faces - and stories - are all in my mind as we complete week 1.
This week the party really starts. And I can't wait.