…and a new quarter, too. As DU is on the quarter system, my two classes for them begin this week. one is an online course called Writing the Short Story, which is a graduate-level writing workshop on, you guessed it: short stories. This is a new one for me, so right now I’m doing the dance of the teacher-as-pirate: deciding what materials to keep from the other professor’s work, what to invent of my own, and how to adapt. It should be fun–the most fulfilling courses I get to teach is when I help students with their creative work. Of course, it’s also the most hard work…
The other DU course I’ve got going on is an on-ground course called Discovering Creative Energies. It’s a course for undergrads (adult learners), about the form and function of creativity: what it is, what it does and means cognitively, etc. Plus we get to keep a journal, which I always love. And need. I don’t do enough creative work on my own without external requirements like this, and even though it’s actually a requirement for my students and not me, I impart the deadlines on myself too. As my Mom always taught me, too: it’s good practice as a teacher to do the generation/output with the students–to model the process as well as be inspiring with her product.
At Metro, I’m riding along in Week 4 of an online class called Staging Cultures, which is an upper-division course for undergrads that centers on diversity in theatre through history. This iteration of the course focuses on colonialism in particular, and how that feeds into the theatrical works of both the conquerors and the conquered. We read a play a week in that class, and most of them were ones I hadn’t read before teaching this for the first time last Fall. Celebrating the brilliant obscure, in many cases.
Finally, at Front Range I’m teaching three (count ’em: 3) sections of Composition I. Beginning essay writing for incoming community college freshmen. Times three. Twice a week. Right now we’re in Week 3, and they just handed in their mini-essays (look for prize-winners here forthwith), and are now beginning Exemplification Essays. Which are essays that center on use of examples for support. Also I know from this class one shouldn’t use “finally” in one’s conclusion as that’s hacky high school writing. That reminds me: I actually have a few high school kids in these classes. So far they’re right up to par with the rest.
Of course, at Regis I’m doing my normal handful of one-on-one writing courses and Capstones. I’ve got a Creative Non-Fiction student this session, which is refreshing as I don’t work in that genre very much.
I’m not picking this semester to quit my addiction to caffeine.