Above: Computer Rendering of My New Office
Even after more than 40 years of teaching at Carroll, the first day of class is anxiety-arousing, pressured, critical, and rewarding. As a youth, I was so anxious about giving oral presentations that I fainted when I participated in my first school debate. I had a similar melt-down during the oral exam component of my graduate school general qualifying examinations in Social Psychology at The Ohio State University. With experience and a few set backs I’ve learned to over learn and to reframe (attribute) the performance anxiety I inevitably am experiencing as excitement for the task at hand. Sometimes, too, I whistle a happy tune!
These academic first days-of-the-semester pressures are primarily situational nuisances: making sure that my syllabi and handouts are up-to-date, proof-read, and sufficient in number; visiting the classrooms ahead of time to better guarantee that there are enough seats and that the computer equipment works; thinking through how to handle disruptive classroom situations in particular classroom environments; and of course trying to respond in timely fashion to the myriad course-related emails. An added challenge this year is having the contents of last year’s temporary office moved into a brand new office which I have never seen on August 20. The move will occur while I am vacationing in Canada. No doubt a good part of on campus non teaching time in September will be consumed by sorting through the several hundred boxes of my stored materials as I both unpack and pack up again in preparation for leaving Carroll at the end of the academic year. Looks like I might need another bookshelf:) though I have contacted some graduates about taking any books they might want.
For me the first class meetings are vital for relationship and credibility building — for getting to know my students, creating shared and appropriate expectations, and establishing standards for students and for me. This semester I am teaching two sections of PSY 205 “Statistics and Experimental Design” (and its two labs). Based on 1) student evaluations, 2) what my students demonstrate that they can do at semester’s end, 3) how I feel every time I teach it, and 4) feedback I get from alumni “Statistics and Experimental Design ” is without doubt my best taught course. Among the challenges in teaching such a class successfully are the attitudes that some students bring (“I hate math”; “I don’t do well in math”; “I’m afraid”), weaknesses in students’ fundamental computational skills, and their inexperience with my strongly believed outlook that statistics (and data analysis) is a tool, a language and a way of thinking. Here are some reflections I shared a few years ago about teaching the course.
With the able assistance of my student research assistants, I shall continue to focus research and writing time on the topics of aging, brain health, and brain fitness training. I applied to become an APS Wikipedia Fellow with an interest in brain fitness training. And I do plan to participate again in the SharpBrains 2018 Virtual Summit.
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