(And by calling service “bureaucratic” in my last comment I didn’t mean to imply that it’s not important – it’s just that I think there’s stuff that it’s important professors do, and stuff that other people should do. I think there are a lot of things that professors can do that aid retention, for instance, but at the same time I don’t think that professors should be the primary people at an institution trying to figure out ways to improve retention. I think what’s frustrating is the fact that service is important and faculty should consider it important and do it well, but that at the same time the people who get (materially) rewarded when service is successful are often the administrators.)]]>
I’m designing a course on digital history for the fall and don’t know where to begin. I’ve read alot on theory, but my technical skills are pretty minimal. Help!]]>
Last year, however, I thought I’d try to attune the seminar to the mission of our graduate program–I found myself working like a mad bandicoot outside of class to keep the forum open, to prepare for any direction our sessions might take. I was braced for feminist, Marxist, and postcolonial readings, loaded for bear every time out.
And then we had those sessions, and all they wanted to talk about was biography: lots and lots of biography.
Dissapointed though I was/am, I still appreciate all that prep time for my own sake. Though the gulf between the imagined classroom experience and the actual was wide and deep, I still feel as though they got something out of it. I had hoped more students would reach for the brass ring; even though they didn’t, I think they left the seminar believing it was there.]]>