Since making initial comments about the session, I’ve had some additional information come up about my work in the July 2019 instructional session at DeVry University. Namely, I’m only teaching one course this time around–ENGL 112: Composition.
The reduction in the teaching load does not mean all has changed, of course. The session still spans 8 July to 31 August 2019. On-site meetings for the class will still be Wednesdays at 1800 US Central Time in Room 105 of the San Antonio Metro Campus. Synchronous online sessions will still occur at the same times; sessions will still be recorded for later viewing. Office hours will still be online on Mondays at 1800 US Central Time; other meetings may still be made by appointment. And I still I appreciate having the chance to do this again.
Review of materials in the interim has shown me a few things about the course’s new assignment sequence. I am lucky in that some of what I have developed for my previous session teaching the course remains viable. There is still a profile essay called for, as well as a rhetorical analysis. Prior materials about the profile are here and here; those about the rhetorical analysis are here and here. I link to them again in the hopes that they will continue to prove useful to my students as they progress along their own work.
One of the larger shifts in the course is the alignment of the last two major assignments to a single topic. (There is mention of a course project as a separate assignment, but it does not appear in the gradebook, and it is not supported by other materials; I think it is a holdover from earlier iterations of the course.) I’ve still got some work to do on them, both in generating examples and in setting topics–for the assignments, a short essay and a short presentation, both work from a set of prescribed topics in the University’s online course offerings. The topics are decent enough this time; I’ve noted in such places as this my dissatisfaction with prior topic selections, but I think that is not the case with the new stuff. I still want to add more options, though, if only because I expect I’ll need other available topics if and when I teach the class again. My fallback, and probably the area in which I will develop the examples for the July 2019 session, is curricular reform. (I’ve floated the idea before, here and elsewhere. I’ll likely borrow from the older materials to generate the newer.) We’ll see how it goes over this time.
Over the next weeks, then, in and around posting class reports (since there are synchronous meetings, it makes sense to do them again) and adding to the Robin Hobb Rereading Series, I’ll see about getting the necessary examples and other materials put together. Even if I no longer put instructional materials together in the hopes of landing an academic job, I do still enjoy the work, and I do still think others benefit from seeing it out in the world. It is some comfort, at least.