Tag Archives: UW Richland

Brushy Creek Runs Through It

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The beautiful Brushy Creek on the campus of UW-Richland.

“Eventually, all things merge into one, and a river runs through it. The river was cut by the world’s great flood and runs over rocks from the basement of time. On some of the rocks are timeless raindrops. Under the rocks are the words, and some of the words are theirs. I am haunted by waters.” Norman MacLean A River Runs Through It

“It is like what we imagine knowledge to be:
dark, salt, clear, moving, utterly free”  Elizabeth Bishop “At the Fishhouses” 

Running water changes everything
and nothing. You can stand on the banks and count
the number of trout you see in Brushy Creek

just like you’ve done for half a century
or more, fishing or just thinking how
running water changes everything.

I like to pause there and pretend every morning
that some of my stress is floating away and down.
The number of trout you see in Brushy Creek

does vary, depending. I confess I’ve never seen
a single one, but that doesn’t make me doubt.
Running water changes everything

about a place. It gives our landscape meaning.
It shows us how to shift some things without
running the risk of harming the trout in Brushy Creek,

without giving up the goal of learning
who we are and what our genius loci’s all about.
Running water changes everything
except the number of trout you see in Brushy Creek.

 

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Post script:  apparently it’s BRUSH CREEK, not BRUSHY CREEK.  I think maybe I knew that at some point.  Or maybe not.  There’s not a sign anywhere, and I am very texty….  And I don’t hear well… But really, no excuse. I’ve been here since 1992.  I really ought to know better.  But I ain’t changing the poem because Brushy Creek scans better than Brush Creek.  Honestly, I think it should be Brushy Creek.  I might keep calling it that and see if it catches on.

Consolation for the Coming Dark

1
Call it what you want–global weirding,
climate change–it’s just flat-out wrong
to hit 80 degrees in mid-October, in Wisconsin,
mosquitoes swarming like it’s June.
Humid muck and sweat, it makes me long for snow,
reconciles me to the dimming of the light.

2
The third trimester has to be ungodly
uncomfortable, the backaches, the chafing,
the raw, red stretch marks. The pain
that’s coming seems at that point,
if not nothing, then at least something
bearable, something, anything, better
than lumbering around. Just get it out.

3
The love that died,
the job that changed,
the tree that lost its leaves.
Rusted muffler,
curdled milk,
worn out shoes.
The show that jumped the shark,
the friend who wouldn’t go home,
the skirt that fell out of style.
Insufficient postage
on the Star Wars stamp
you found in your desk.

4
What’s next and what’s enough and when
will all of this seem clear and would a funeral help?
To signal things are different now,
I know it’s different now,
the past is done, I know it’s done,
I’m ready to move on?
Tomorrow’s wonderful and awful
and so’s today and is tomorrow’s sunrise,
possibly orange and pink and lovely,
any kind of consolation for the coming dark?
__________

I’ve been enjoying Rob Bell’s podcast lately. He had Peter Rollins on a couple times (always blows my mind) and then a great one on Seasons, which made me think maybe we should have a funeral at my workplace, for the way things used to be.

See, budget cuts have made this a very different place to work. In the classroom it’s much the same (wonderful as always, I tell people, and it’s true), but outside class–really different. We’re functioning, for the most part, doing our best, but it’s really, really different.

Then I decided, no, we shouldn’t have a funeral, because there are already enough people worried my sweet little campus will close.  I don’t think it will close, and having a funeral wouldn’t have meant that I was thinking it would close, but I could imagine someone seeing it that way.

Having a funeral would have meant I understand the past is gone.   Whatever was, isn’t now.  Having a funeral would have meant I could feel what I’m feeling, really give it full vent, and then move on.  Look around and see things with clearer eyes.

So, no funeral.  But I might write down a couple things I particularly miss, and light them on fire in my backyard, and tell them goodbye.  I might sing a little song.  I might read this out loud, from Ecclesiastes 3:

“To every thing there is a season, and a time to every purpose under the heaven:
A time to be born, and a time to die; a time to plant, and a time to pluck up that which is planted;
A time to kill, and a time to heal; a time to break down, and a time to build up;
A time to weep, and a time to laugh; a time to mourn, and a time to dance;
A time to cast away stones, and a time to gather stones together; a time to embrace, and a time to refrain from embracing;
A time to get, and a time to lose; a time to keep, and a time to cast away;
A time to rend, and a time to sew; a time to keep silence, and a time to speak;
A time to love, and a time to hate; a time of war, and a time of peace.”

And then just because the changes at work come from budget cuts of which I don’t approve, I might also read this one from Ecclesiastes 9:11:

“the race is not to the swift, nor the battle to the strong, neither yet bread to the wise, nor yet riches to those with understanding, nor yet favour to those with skill; but time and chance happeneth to them all.”

And then I think I might feel better. Or maybe not.

 

 

 

The Everbearing Hump of Midterm

A carefully cultivated, fully composted first crop
of green beans–so much better than canned.

That one tunnel with the bend
where you always panic briefly and want to stop
when you can’t see either end.

A subterranean pimple, perfectly round,
on the cusp of emerging, not quite ready to pop.

The good, the bad, the ugly, the suspense,
the tension, the heat of it, the standoff.

A phoenix dragging and puking and down
and not yet gloriously finding its lift.

Is there efficiencies? Cheese is cheese and sports is sports and college is college.

Earlier this week it was reported that Wisconsin legislators had begun quietly and unofficially discussing” a possible merger between the UW Colleges, a system of 13 2-year campuses that award liberal arts associate degrees, and the Wisconsin Technical Colleges, a system of 16 campuses that award a variety of certificates and primarily technical associate degrees.

Now that the discussions have been widely reported, the quietness has come into question, and since it is an actual committee with a committee chair, the inquiries seem relatively official.

In considering the UW Colleges and the Wisconsin Technical Colleges, it is important to note that their funding systems, missions, and organizational structures are very different but the current UW System President, Ray Cross, presided over a similar merger in Minnesota, so some interested parties wonder if the merger is inevitable. Given that this is the same legislature that recently dispensed tenure and shared governance with lightning-fast dispatch during the budget process, some interested parties wonder how quickly this will come about, rather than whether it will come about.

Reporting on these discussions has drawn attention away from some much more interesting discussions happening in the legislature. Note: these are all quiet and unofficial and no legislators would go on record confirming these reports. Still, Wisconsin citizens should be concerned.

There are some now discussing a possible merger between the Milwaukee Brewers and Milwaukee Bucks.

We’re just asking questions at this point, really,” said one Assembly rep who asked not to be named but agreed to be called Bucky during the interview. “Are there efficiencies to be gained from beer sales, for example? Are there unnecessary duplications of athletic trainers? I mean–how many ways are there to tape an ankle?”

All that money we just provided for a new stadium—boy, if we could get the Bucks and Brewers to cooperate a little more, we might be able to redirect some of that money to some sorely needed areas.”

Like education? “No, I don’t mean education. They’ve admitted to how much bloat they have–they are cutting people right and left and assuring us that students’ experience won’t be affected, and I’m sure that’s true.  No, what I mean is loans to businesses and whatnot.”

A legislative aid was quoted as saying “a basketball court would totally fit on a baseball field. Just do the math.” He later added, “It almost seems like it was meant to be—I mean, Miller Park already has a roof.”

Even more controversial are discussions related to the merging of cheddar and swiss. “I don’t think that one’s going to happen,” said one long-time capitol observer. “Cheddar and American, maybe, but never Swiss.”

The uneasy alliance of cheddar and Swiss.

The uneasy alliance of cheddar and Swiss.

One state official lived up to her reputation for being “colorful” and “quirky” when she jumped into the conversation and said “I don’t know why your knickers are so twisted. Those cheeseheads are the color of cheddar but they got holes like swiss so we’re already doing it.”

Representative Bucky repeatedly emphasized that no one was considering monkeying with the Packers or State Fair cream puffs. “Some things are pretty much holy in Wisconsin,” he said.

He then added as an afterthought, almost a dreamy reverie really,”But I do wonder if people could get some kind of academic credit for taking part in a fantasy football league. I mean—I do a ton of research for mine. And grading would be easy-peasy. You end up with a winning record? You get an A. Not that I want to tell professors how to do their jobs or anything.”

No calls were returned from the offices of the UW Colleges or System President Ray Cross.

Probably because I made all of this up and no phone calls were made in the first place.

Actually the part about merging the UW Colleges and the Wisconsin Technical Colleges is not made up, I’m sorry to say.

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Update:  a highly respected but very anonymous faculty member has commented that  “there could be promising efficiencies but I’d like to have a fully and completely partisan group analyze whether holes in swiss could be stuffed with cheddar.”

Here’s What It’s Like: UW System Cuts

Here’s what it’s like. You thought he was raising his hand to say “stop” but he hit you instead.

Here’s what it’s like to be a tenured UW System faculty member right now. You’re in a lifeboat. Other people are drowning. You can close your eyes. You can cover your ears. But they’re still drowning.

Here’s what it’s like. You get off the train holding your children’s hands. You’re forced to choose which one lives and which one dies.

Here’s what it’s like. A serial killer makes you choose which pound of flesh you will cut out of yourself.

It’s not really like that, of course. No one’s dying. There’s not physical violence.

Moreover, I don’t know what it’s like to lose a child or be left alive when someone else drowns (though I read Ordinary People about six hundred times when I was 13).   I do know what it’s like to be hit–one time I thought a man was raising his hand to motion “shush,” but he punched me instead (Carbondale, Halloween). I have no experience with serial killers.  So–sorry if I’m seeming melodramatic.

But the proposed cuts to the UW System?  And my institution’s range of possible responses?

It feels awful.

Here’s what it’s really like.

The street in front of my house is torn up right now because the village is putting in storm drains and widening the street a bit. Trees were cut down last fall. It’s ugly right now, and it will never again be as pretty as it was, with the canopy of mature sugar maples making the entrance to downtown Spring Green the very picture of “small-town tree-lined street.” If that’s part of what you loved about the Spring Green Art Fair—sorry. No more. At least not on my end of the street. I’m skeptical whether all the trees really needed to come down, because the people in charge of projects like this don’t seem to have the same feelings and beliefs I do when I comes to trees. Nonetheless, we’ve been told the replacement trees will be native (smallish—not full-sized sugar maples, but still native—and especially NOT suburban-looking ornamental pseudo-trees). Overall, I’m o.k. with what’s going on. Storm drains will be FANTASTIC. No more navigating lakes and frozen lakes and partially frozen lakes to get the mail or get in and out of a car at the curb.

But what if I found out all the destruction, all the tree demolition, was for no good reason? What if the trees were needed only because someone had a jones to show off their wood chipper? What if I found out that there’s no longer a plan to re-pave it all?  Or there’s a plan to pave it lightly, right on top, with no foundation below? What if the whole street were getting demolished simply to provide dirt for a big hole somewhere else?

I would feel like I feel right now about the UW System.

Angry. Distraught. Relatively hopeless and helpless.

The UW Colleges is facing cuts that I think we cannot survive.

Here’s the worst part at the moment—our institution is going implement massive changes soon because we can’t afford not to, just in case the cuts are as bad as Governor Walker’s budget requested. Or, even if they’re not THAT bad, even if they’re half as bad. We’re still implementing cuts.

The specifics of it are not firm yet, but it will be ugly and awful and bad no matter what.

And once you’ve cut those trees down, well–it will never be the same.

I have a lot of respect for local legislators. Howard Marklein and Ed Brooks came to my campus and listened to us, and I know they’re trying to do what they can.  I was impressed with both of them.

There’s talk of holding the UW Colleges harmless in the cuts, and while that might mean we actually live to fight another day, it also feels awful. (I mean—we kind of all know that Jan died, too. And this feels so much like Scott Walker’s tried-and-true method of divide and conquer—we’re like rats in a tub fighting over baubles and moldered scraps.)

I just don't want to be the very last rat on the sinking ship.

I just don’t want to be the very last rat on the sinking ship.

But however much respect I have for my local legislators–that budget hole they’re filling? Their party created it. They’re fine with tax breaks the state couldn’t afford. They’re fine with refusing to take federal money for Medicaid. They won’t do what Minnesota has done.

Here’s what it’s like. Have you ever had a nightmare where someone bad is chasing you and you’re so freaked out you just fall down and think “just kill me. Kill me now.”

It’s not like that, not really. I’m awake, for one thing. But part of me wants to fall down and say “Just do it. Close my campus now.”

We’re supposed to feel good, apparently, about the fact that closing a campus isn’t on the table or in the plans.

But if you were to cut down trees and tear up a street and dig giant holes and abandon any pretense of putting in pipes or repaving it at some point—who would want to drive there? Who would want to live there? Who would hold an art fair there, if there were any other street available?

And if you cut my campus so much that it’s just a shell, who would want to go to school there? Who would want to work there?
_____

For an ongoingly good voice about all this, check out Chuck Rybak’s blog.

_____
Posting this while I eat lunch, btw. It’s a really good lunch.

_____

Maybe I’m wrong about how awful it’ll be.

I don't want to look.

I don’t want to look.

U(W) Inspire Me

So happy to be back on the UW Colleges English Department Executive Committee, or as I like to think of it, Master Class in Teaching.

When people ask me, “so are you having fun on your break?” I say yes, because my time is more flexible between semesters and that allows more room and time for family and movies (and also doctor appointments, actually). Of course, fun is kind of a priority for me during the semester, too, so I would answer yes to the question most any week of the year.

But calling it a “break” is misleading because even though I’m not in class, I spend Christmas Week shifting between family and grading (since our semester doesn’t start until after Labor Day in the fall, grades are due after Christmas, and since part of what I’m usually grading are portfolios, I don’t grade super-fast). Once the New Year has rolled around, I’m usually finishing up my own activity report, and years when I’m on my department executive committee, I’m reading tenure and retention dossiers, which can be very, very long (hundreds of pages each). We once did the math and figured it added up to 80 hours of work in January. (Which explains why I’m not one of those stalwart workers who are always on the executive committee.)

But it is fun, or rather, in some ways, just an intensely pleasurable experience. So many of my tenure-track colleagues inspire me.

I hum Nick Lowe’s “You Inspire Me” to myself sometimes, reading their reflections on teaching, professional development (i.e., publishing and research), and service (i.e. 700 committees).

I keep two sets of notes as I’m reading. One set is on the particular professor–this is where a professor reflects on what is going well and what might need improvement. As a member of the Executive Committee, I reflect in two directions. I reflect on the professor’s teaching, but I also reflect on my own. Thus, the other set of notes is for myself–what I can learn, what I can do to make my own courses better. And it’s A LOT, what I can learn from them. Everything from how to comment on grammar errors to how to best ask students to work online to how to provide feedback before the final draft is due to…everything.
IMG_1803

The UW Colleges is made up of 13 campuses, and we’re the 2-year college branch in the UW System tree. It would be lovely to see us mentioned in the local stories about President Obama’s call for making the first two years of college free. Here’s a story about how UW Madison researchers consulted with the president (which is great–Sara Goldrick-Rab does terrific work at the Wisconsin Hope Lab), but no mention that there are two-year colleges in the UW System.

The lack of mention is unfortunate. Tom Kleese, who used to be a terrific professor at UW-Richland before he turned his skills to helping students and parents navigate the college admissions process, had this to say:

“The UW Colleges are the perfect example of what this is for….I don’t know enough about funding or details, but I’m excited to see this on the table and hoping it sparks some productive discussion, not just positioning back and forth in the media, but actual dialogue about what we value as a citizens.” (You can learn more about Tom’s work online, at OnCampus College Planning.)

If we value student success, the UW Colleges should absolutely be part of the discussion. We have statistics that show students who start with us do better once they transfer than students who start at the four-year UW System institutions. And we’re the institution of access–our arms are open wide–so we are working with many students who are seriously under-prepared. They’re in the same class with valedictorians, which presents some teaching challenges.

In Wisconsin, valedictorians can go to any state school without paying tuition. One year my own campus, a very small campus indeed, had six valedictorians. We’re doing so many things right–here’s a recent article on how happy we are to be an international campus.

The tenure-track colleagues who’ve compiled the dossiers that absorb my time and attention for those 80 hours are all over Wisconsin at various of our two-year campuses. If you’re in Wisconsin, there’s one close to you. And if you’re lucky enough to be in class with my inspiring colleagues, you’re in very good hands.uwc-map

Pedagogy Stew: June 2013

June’s a hot month for ceremonies—weddings and graduations all over the place.

I’m not so big on ceremonies.

When I got married, I eloped. I did attend my high school graduation and baccalaureate programs (skipping would never have occurred to me at the time), but I was thrilled to miss my own Bachelor’s Degree commencement at Southern Illinois University. My Mom was graduating the same day, and it would have taken major logistics to get to both ceremonies, so I said, “Let’s just all go to Mom’s!” We took a picture of me in her mortarboard.  Then for my M.A., and M.F.A., I just didn’t go.

But I tend to enjoy graduation at UW-Richland.

First, I like looking at the UW-Richland faculty and staff on graduation night, in all our robes and signifiers. “We clean up good,” as my Uncle Earle would have said. Also, we look just the tiniest bit like Hogwarts teachers on that night. (I call dibs on McGonagall.)

And then there is always at least one student who crosses the stage that makes the whole ceremony worthwhile.

After the 2012 ceremony, I asked one of our first-year students, Darryl, to do a pinky-swear with me that he’d be crossing the stage in 2013. 

I learned about pinky-swears from my son. They seem to be a mix of “let’s shake on it” and “cross my heart and hope to die.”  You hook pinky fingers and promise, and for my son, it’s nearly sacred. If he does one, I know he’s serious. This Bible verse comes to mind (from my favorite book of the Bible):  Ecclesiastes 5:5 “It is better not to make a vow, than to make one and not fulfill it.”

Darryl seemed to have the same attitude. He wouldn’t do a pinky swear with me last year.

But he did cross the stage this spring. You’d have noticed him if you’d been there (or if you stumbled across the video on cable access television). He’s hard to miss—tall, long dreadlocks, LARGE personality. I was so happy for him, personally, but even happier for other students following him. He is a leader, and more students will follow him, students who might not follow anyone else.

In last month’s “Pedagogy Stew,” I talked about how important it is for students to be able to tell their own stories to themselves. If they feel in control of their own narrative, they are more likely to tell stories about overcoming obstacles, rather than giving in.

There’s so much we don’t know when we look at a student. We don’t know where they are in their narrative arc. We don’t know what story they’re telling to themselves about the present moment, and whether “graduation” or “grade in this class” or “using spell check” shows up in the story at all.

I hope “education” is part of how their stories end happily. Or how their stories begin well. I promise I’ll keep working to make that happen. Pinky-swear.

 (This column originally appeared in Voice of the River Valley.)

 

 

 

Pedagogy Stew in Voice of the River Valley

In the category of New Year/New Adventure, this is my favorite so far. I’m very happy to have a column in the very cool regional publication, Voice of the River Valley. The tagline on the masthead says it pretty well: “A guide to people and events that inspire, educate, and enrich life in the River Valley area.”

That covers a lot because there IS a lot here–I’ve been here for more than twenty years, and I’m still amazed. There really does seem to be some kind of vortex that draws in interesting stuff, and I’ve never lived in a prettier place. (Sure, Missoula was gorgeous, but in a way that alarmed me the whole time I was there–I’d be driving and see MOUNTAIN in my rearview mirror and my Midwestern brain kept telling me “MASSIVE THUNDERHEAD.”)

The current publisher, Sara, is picking up nicely from the founder, Mary, and I’m happy to be a part. I’ll be posting monthly some “stewing” on pedagogy–what we teach, how we teach it, why, whether it works…. This column will typically be focused on the two ends of a spectrum I’m involved in, teaching at the college level and then volunteering at the River Valley Elementary Studio School where Wendell attends. Also, parenting involves a fair bit of educating….

The February issue is available in more than 100 locations around southwest Wisconsin, and also online. The January issue contained this piece, which I’m happy to reprint here (I’ll always wait to post one until the next issue is out–and I’m making almost no changes here, except to add links or correct minor things I meant to say differently.)

ALSO NOTE: I’m happy to take requests. What should I write about as I’m stewing over pedagogy that applies to both college and our public schools?

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Howard Gardner’s groundbreaking book, Frames of Mind: The Theory of Multiple Intelligences, came out in 1983, the year I graduated from high school. I saw no evidence of its existence in my college or graduate school courses—as an English major, I was supposed to demonstrate what I knew through exams and essays, and I did a pretty good job of it. In creative writing classes, I was supposed to experiment, but on the page, with regular ink. I did occasionally ask professors to assess my learning in ways they hadn’t announced in the syllabus. I once wrote a poem in response to John Betjeman’s “The Conversion of St. Paul” (better than anything I was writing in creative writing) and asked if the professor would grade it instead of the essay he’d assigned, which wasn’t going well. He was a sweet man and said yes, “But try harder to write an essay next time.”

It wasn’t until I’d been teaching full time for several years that I began to hear about multiple intelligences (or their close cousin, learning styles) from two directions: my university colleagues, typically with much derision; and students, some of whom were very aware of what they were good at and how they learned best. In fact, I’ve had several students over the years tell me they were kinesthetic learners and thus not good essay-writers, and could they have an alternate assignment? (For irony, see previous paragraph.)

I’m interested in how students learn, though, so I do not meet multiple intelligences and learning styles (and I know they’re not the same thing) with the same skepticism as many of my colleagues. Asking about this recently, one common response from my colleagues ran along the lines of, “Wasn’t that all debunked?”

In a 2009 article called “Matching Teaching Style to Learning Style May Not Help Students,” author David Glenn reported on research that shows that although students may have a preferred learning style, the crucial thing, in terms of learning, is whether the teacher has designed the class to best teach whatever concept or skill is currently on the docket. To me, this is the best match-up of theory and practice.

I volunteer a couple of hours a week in my son’s second-grade classroom at River Valley Elementary Studio School, usually during literacy time. His teacher, Nicole Steigenberger, has done a terrific job of setting up a variety of activities for students to choose from, and she nudges them, gently, over the course of a week, to read to themselves, to a partner, draw in response to written descriptions, write in response to pictures with prompts, write their own stories, etc. They also take online assessments periodically, and they get a few minutes just before lunch to do literacy apps on the iPad. These students are not only learning to read and write. They’re learning to learn and demonstrate their knowledge in a variety of ways, which, given the amount of learning they have ahead of them, is almost as important as learning to read and write.

Fall Semester 2012: Rolling Right Along

Earlier I reported that Fall 2012 was not excellent, but of course, that was PARTLY tongue-in-cheek. I am happy to report that Fall Semester 2012, while still not technically averaging out to excellent in every category, is rolling right along.

1. Bag Saga
Last January I got the brilliant idea that if I bought a different bag for each class, it would help me stay organized. The official “resting spot” for the stuff for each class would be a bag, rather than a stack on my desk. (I love stacks, but they aren’t particularly useful in staying organized, at least not for me.) I figured if a bag got too heavy, that’s how I would know it was time to file.

(I have a play in which a character loses an entire set of essays in what he calls his PIO bag–Put It Off. When the bag gets too heavy, he knows it’s time to deal with what’s inside. That’s when he finds the missing set of papers, which he had lied about to his students. It’s just now occurred to me to make the connection between what I decided to do in January and Freddy. Hm.)

This bag plan worked beautifully UNTIL I hurt my shoulder while swimming. My physical therapist said at one point, “You don’t carry really heavy bags, do you?” “Um, well….” So I went back to the Bargain Nook III, where I’d bought two of the class-bags, and promptly purchased three rolling backpacks. They were heavily discounted already, and I lucked out and bought them on a day when their tags were the right color for that day’s discount–I think I paid $10 each, and these are solid Lands End bags.

The compartmentalizing continues apace. It’s working well. O.k., so, I look even more like an absolute dork as I walk across campus, but really–it’s a matter of degree. My rolling backpacks did not turn me into a dork, or even tip the scales significantly toward dorkiness. They’re just highly visible badges I’d earned long ago.

Plus, my shoulder feels great, and I’m working my way back up to the number of laps I was doing last spring when I got hurt.

2. Current Numbers
I like to report periodically how promptly I’m returning student work. Doing all right on that score, not great, but all right. I reconfigured the numbers to include D2L/online quizzes. I’ve done a lot of work to put quizzes on D2L, largely to ensure fast feedback to students. As soon as they submit their quiz, they can see what they got right and what they got wrong. Then I make sure to evaluate the scores within a day of when the quiz closed, and I report to them on whether or not I needed to adjust the scores at all. Last year, I didn’t include this in the overall numbers, but I am this year. Just because it’s not the traditional mode–collect a paper quiz, ask my student worker to score the multiple choice part, return them to students–it does still count. Then I’m keeping a separate number–how long is it taking me to return ENG 102 papers? How long to return longer writing assignments in general?

So…not where I’d like to be with the longer writing assignments. Part of that came from having a paper assignment rather than having it on D2L. I finished grading a set of Early American Lit in-class-essays on a Friday, but I wasn’t scheduled to see them until Monday, and then I took a sick day. If it had been a D2L/Drop Box assignment, the # of days would have been 9. But since I didn’t return all of them (they did have the opportunity to pick them up from me on that Friday) until Wednesday, 14 days seemed more accurate. Also note–because of budget cuts, faculty at UW-Richland don’t have a “faculty secretary” any more, so I couldn’t ask anyone to go in my office, snag the essays, and have them at the office for students to pick up. I suppose this is one way technology makes budget cuts less onerous–D2L, when I use it, is kind of my faculty secretary….

But what makes me happy is that the numbers are better than they were last spring–both in overall numbers, and in terms of where I was in Week 6 last spring. Rolling right along!

3. Dramatic Re-enactment
I mentioned that I called in sick–there are approximately sixteen hundred viruses flying around campus already, some of them stomach-related. I’ve had multiple reports of students being sick–they use colorful language to describe this less often than you would think, being college students–and then I even had an eyewitness encounter. One of my poor students got sick on his way out the door with the trash can. I told him I’d brought my camera this past Friday in case he wanted to do a dramatic re-enactment, but he said no, that he never wanted to do that again in any way. But it looked something like this:

But this student is better now, and will be caught up on Monday when he participates in peer editing. He is the kind of student who is absolutely cool enough to weather that kind of incident and end up having a good semester.

4. Impressive Student #2

Next time you find yourself wondering about, or complaining about “kids these days,” first of all, that makes you sound old, and second of all, consider this young woman. She is about to head home for ankle surgery, and her doctor is MAKING her stay at home for a few days, because everyone knows she won’t stay off her foot if she’s back in the dorms. She is my advisee, and has been meeting with me regularly to make sure the surgery doesn’t derail her semester. In my head, surgery means “good excuse to turn things in late.” For her, it means “can I do all my assignments and take all my exams EARLY?” And that’s just what she’s done. I’m looking forward to hearing from her (“or it might be my mother emailing you right at first,” she said) next week about how the surgery went, and then I’m sure we’ll have a meeting to go over her midterm grades, which will be terrific.

5. Random shots of impressive students

6. If my student working is no longer scoring multiple choice quizzes, then what….

In addition to the regular Xeroxing, shredding, and data entry, my wonderful student worker Rhiannon is now organizing my books according to the Library of Congress protocol. It looks messy, sure, but that’s not really unusual for my office, and the long-term payoff will mean that I can actually find a book in my bookcase without scanning all the books, two or three times, before I decide I must have taken it home, only to find, no, it’s in the bookcase at work after all.

7. Wouldn’t it be great if it had occurred to me to finish this post with a picture of a Rolling Rock beer?

Oh! If only I’d thought of it. But this particular shot is a Friday early-evening moment–some of us went out after work. I was sampling the new Leinenkugel Big Eddy. Not bad.

8. In the end, if you work with good people, it’s all worthwhile.

If you know anything at all about UW-Richland, you know who this is, and you know how hard he works, and how much UW-Richland’s success has depended on him over the years. You also know he’s retiring relatively soonish (so he says–we’ll see if it actually ever happens), so I thought I’d grab a shot of him at his desk.

I asked him to do something rude for the camera, but he wouldn’t. I guess I’ll have to try again another time.

9.Rolling Right Along
Keeping track of my work hours this semester, I’m averaging 40+, even having taken 1.5 sick days. I’m a little concerned about the number of hours I’ve logged working on Sundays–I actually think it’s important to TAKE A FREAKING DAY OFF ALREADY. So it’s a little ironic I’m posting a work-related blog on a Sunday. I promise I’ll stop thinking about work right quick, once this is up.

We’re in midterms now, and once I’ve posted midterm grades (taking this opportunity to remind myself they’re due 10/26 by noon), I’ll ask students to let me know (via anonymous internet surveys) how the semester is going. I’ll do a post after that, with updated numbers as well. And hopefully I’ll still be saying that things are rolling right along.