We’re speeding toward final exams, papers, and performances at a breathless pace. The Thanksgiving holiday always ends with that terrifying thought that we’re almost done and now what? Students are scrambling to catch up on the things they missed earlier, while juggling the remaining assignments and exam preparation. Faculty are wondering how they will complete the goals they set out for their classes and if it is possible to live up to their own aspirations. Administrators like me are wondering how it is possible that my to-do list is longer than it was at the start of the semester. Whew!
Well the good news is we always seem to make it to that finish line one way or another. The interesting news is that for most of us it was another. Clearly our planning processes are open to re-interpretation. Maybe that is a good thing. So, as I reflect on all that has occurred since classes began in late August, I am thinking about that simple question: What have you learned?
My husband once told me that when he was an undergraduate one of his professors asked only this question on the final. He says it was the most challenging exam he ever had. Being able to sum up all of your knowledge from one course in an essay addressing such an open-ended question can be truly daunting. Where are the essay prompts directing us to address specific details? Where are the multiple-choice questions that limit my thinking to which answer is correct? Where is the list of core concepts from which I choose my favorite and show off what I’ve learned about that one thing? What have I learned? That is just too much.
Or maybe we could have fun with this approach. It might free us from preconceived notions about what our students should have learned, letting us open our ears to what they really gleaned from our courses. It might show us how they have prioritized the course content, giving us clues about what went well and what did not. It might even help with course design next semester. I know, it doesn’t really work for everything. Sometimes there are very specific things that students must master by the end of the semester. Still, in some instances this could be a great question.
But, I’m not advocating for anything in particular today. Just thinking. For me, I’m considering what I have learned from my list of projects this fall. You see I had a long list of things to work on and almost none of them are complete. In some cases, this is because my list was problematic, and I was working on the wrong thing. In others it was because the scale of the job was larger than I’d hoped. And, of course, in several cases other priorities emerged. So, what have I learned?
First, I’ve learned that managing during a pandemic that appears to be under control is only slightly less exhausting than when we had no idea what would happen next. We started the fall pressing for vaccinations and hoping for normalcy only to encounter Delta. We did well, but just as I was getting optimistic about an even more normal spring, Omicron appeared. I guess, from this I must learn not to predict more than two or three weeks into the future. That sure makes it hard to plan things!
Second, I’ve learned that simple tasks have a way of turning into giant, multifaceted projects if I don’t continuously rein them in. This is, of course, the nature of the academic mind. We see the connections from one idea to the next, never wanting to settle on the narrow focus. This is wonderful in so many ways, and it can keep me from ignoring critical variables, but at some point this habit of expansive thinking is a way of avoiding decisions. In this case, I’ve learned to try to limit the number of variables to be considered in any project that I’d like to see completed. Note the word try. I might not be able to do this.
Third, I’ve learned that really good conversations are still better in person than on Zoom. I don’t hate this technology. I find it valuable for all sorts of quick, problem solving, task-oriented meetings. Remote meetings allow me to schedule more check-in meetings that are not too taxing for those involved. In other words, if I don’t have to ask folks to come to my office, it is easier to fit in a quick chat. Nevertheless, the tough stuff, the complicated stuff is still better in person. It takes time, trust, and focus to really uncover where things are going right and where they are going wrong. Somehow, being in the same room makes this more likely to happen than online.
Finally, I’ve learned that, as stressful as the world still is, good educational experiences remain at the heart of what is going on at WCSU. Faculty are starting to tell me about the clever ways that they modified their courses to deal with gaps in learning from last year (yes, there were gaps). Students have reported great support as they navigated a COVID scare or two. Activities on our curriculum committees show that departments are fully engaged in reviewing and updating their offerings to better support the goals they have for their students. We even have some new programs moving forward. In a climate where we might just tread water and wait out the chaos, people are actively working to make new things happen.
There is a lot more, of course. If there wasn’t my to-do list would not have gotten longer. But I am inspired from the lessons learned and more so by the great things that are actually getting done. So, let’s think of this race to the finish line as a sled ride and just say wheee!