One of the things you come to learn, when teaching your first few standalone classes, is how much (or, more accurately, how little) material you can cover during class time. I worked for the Teaching Resource Center as a graduate student, and consulted both formally and informally about putting together syllabi. I was told, and
I taught a lot as a graduate student. I twice TA’d for a large survey course, but most of my classes were independent: I taught lots of first-year writing classes and a couple introductory literature courses, so I’m pretty comfortable putting together syllabi, choosing readings, designing assignments, and tasks of that sort. My course load
[This post is cross-posted on the NINES blog] Following last week’s symposium here at UVA, I found myself recalling Roger Lundin’s essay in Pedagogy from a few years ago: “the teachers who mattered most to me did so because of what they loved,” writes Lundin. “As I taught, in other words, I learned I had