March 27, 2005

Random Easter Stuff

Too much depressing news today, and I'm too tired to dig for the links, but these stories are easy to find at the first few blogs in my sidebar. Let's see, turns out torture and abuse were (are?) more or less routine in Iraqi prisons, and the ok for that came down from on high. Nothing new there, but since there won't be any hearings, etc., then there's nothing making easy-to-broadcast news, so the networks revert to Michael Jackson, etc.

Turns out most of the Republicans making fanatic pro-life stands on the Shiavo case have a whole bunch of hypocrisy on that issue in their backgrounds (including Bush, Frist and DeLay). Again, nothing new there, Republicans are hypocrites on nearly everything, it seems, but about the only time it is reported, it gets the "but Democrats are just as bad" treatment. As if.

There's just so much, on some days, I'm just too overwhelmed to post about any one thing. That's just two of about ten stories I read about today that drained my energy and reminded me just how much the ConservaBorg are fucking up America. Bleh.

I will say, though, that Easter today worked out pretty well. Poor Michelle was not feeling well this morning (after being the Easter trooper last night and getting everything done for them while I was falling asleep), but she rebounded by about midday, and we got to see my dad and stepmom. They had some fun things set up for the kids, and the kids ended up with a lot of candy, a little money, and a few cool gifts today. They even behaved well pretty much the whole day, except for Cody throwing an empty laundry basket that hit Daniel accidentally, but no harm done, and he got the clean up the backyard for his trouble, which needed doing anyway.

This week will be busy, because it ends with an essay exam in my survey course. Going to be flooded with emails all week, then a weekend full of grading after that. Plus, we have two more candidates (the last of six) to interview for a position in the department. At this point, I really don't care who we pick, because they're all pretty much equally useless when it comes to teaching chops, and the department needs good teachers to recruit good students. Since they need research money and grant writing success even more, only the usual lip service will be paid to teaching skills, I imagine.

I got a little ego boost a few weeks ago when the faculty in our department all attended a meeting called by the upper division students (all 10-12 of them). First question on the agenda was why do I not teach more upper division classes. I told them mainly it is because I'm happy doing what I'm doing, and plus blah blah blah many other reasons that are good for the department. But what they were really saying is that they wish someone else in our department could teach in such a way that they didn't have to learn everything out of a book.

Not that they're all bad. I'm sure some of them teach their classes a lot better than I could teach the same material. It's just really hard, and the students are going to struggle with it no matter what. When I was taking the same set of classes, I didn't have any good teachers to write home about, so I ended up learning it from my peers. I was lucky to be surrounded by a lot of smart people who were patient and friendly, and they wanted me to get done so they could have a seventh player for Diplomacy or another ultimate frisbee player or someone else to drive to the movie from the dorm, etc.

Anyway, we told the students they're stuck with the usual teachers for upper division, and they'll have to gut it out. Unfortunately for them, from what I've seen so far, the new faculty member we're going to get (if it is one of these six) is going to be a clear downgrade from the one we currently have, teaching-wise. I hope I'm wrong.

Posted by Observer at March 27, 2005 08:05 PM
Comments

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So if I interpret what you're saying properly ... people get some (small) number of courses and only teach those? Jeez, sounds like a terrific way to go stale in a hurry.

I've had courses where, if I'd had to teach them every term, I'd end up either diluting what I did to the point of worthlessness, or go postal, either literally or figuratively. There are (e.g.) only so many lame lazy-ass stupid essays or plagiarized "research" papers on particular topics that I can take before deciding the students are all cheating lying Bruces [sorry folks, EFL chat server reference, not a slam against anyone whose name is really Bruce] and they all need to be flunked with prejudice. When I catch myself slipping into that mode, I take a break, or indulge in intoxicants.

Posted by: Feff on March 28, 2005 10:30 AM

There is some rotation at the upper division, but probably not enough to be healthy. I know the same guy has been teaching two different (and much feared) courses since I've been here and likely well before.

I've pretty much taught the same courses every year, which for my survey course is easy because the topic is so broad, I can find different approaches every time (which has the benefit of screwing students who think I'm going to repeat topics on exams every year). For my pre-med course, I don't have that freedom, and teaching that one is a bit of a drag. There are ways to spice it up, but ...

Posted by: Observer on March 28, 2005 10:53 AM

Yuck.

All three places I've been where I've taught, everyone rotated through most of the course offerings. Obviously once you get to graduate and upper-division undergrad courses, where specialization matters, the folks at UW didn't do all the courses, but the star people shared the star courses, galaxy people shared the galaxy courses, etc. (Mind you, one person who shall go unnamed taught the upper-division stars course in 1995 out of the same notes he used when I took that course from him in 1977, but you almost expect that....)

Makes me wonder what sort of quantity-of-work regs you guys have. Of course, you're not a state university, so crap like that might not have been inflicted upon you.

Posted by: Feff on March 28, 2005 02:56 PM