To conclude a practice I most recently iterated at the end of the July 2019 session at DeVry University, and following closely the patterns established in previous practice, comments below offer impressions of class performance among students enrolled in my section of ENGL 135: Advanced Composition during the November 2019 session at that institution. After a brief outline of the course and selected statistics about it, impressions are discussed.
Students enrolled in ENGL 135 during the November 2019 session were asked to complete a number of assignments in quick succession. Owing to changes imposed by the University, there was little overlap with previous sessions’ assignments and examples. Three short papers (a current event response, a claim analysis, and a case study on counterargument and rebuttal), a presentation deriving from the last of them, and an informal statement of connection between the course and careers accounted for most of the course grade. Discussion activities took up more than a third, and an online assessment took the remainder, as noted in the figure below.
Point values sum to 1,000.
Homework and presentations were assessed by adaptations of University-provided rubrics. Discussions were assessed through an instructor-developed rubric.
The section met wholly online, so no attendance was assessed. Online office hours were generally held Mondays at 6pm, US Central Time. Its overall data includes:
- End-of-term enrollment: 25
- Average class score: 687.88/1000 (D)
- Standard deviation: 289.871
- Students earning a grade of A (900/1000 points or more): 6
- Students earning a grade of F (below 600/1000 points): 8
Numbers of students receiving each of the traditional letter grades are indicated below:
As I have intimated, I do not intend to return to teaching, whether at DeVry or at another institution. I had been having doubts even prior to the session about whether I was doing any good continuing to teach and continuing to teach in the specific circumstances at the institution, though I continued to accept pay for doing so, so I did not voice those doubts quite as openly as I might otherwise have done. I understand my complicity in structures and their continuation well enough to know that I would invite more justified critique by offering my own. Some events early in the session, both in and outside the class, affirmed those doubts, and, as I compose this final report about my teaching, I know I have made the correct decision in withdrawing from the profession.
I have a number of regrets about my career in the classroom. I have had what is perhaps an unfortunate amount of time to consider those regrets, to mull over what I ought to have done better. Some things did improve in time. For others, the opposite was true; certainly, I have lost much of the joy in the work that I once felt. I have also lost the grinding necessity of continuing; I am in a much more stable place, emotionally and financially, than I have been in previous sessions. Having that stability, being able to stand firmly for a bit and take a look at my circumstances and situation, has let me see what others have likely realized for some time. Having stable footing is letting me step away–and it is time, indeed, for me to do so.