In the month of August, I have defended my dissertation, sorted out outstanding fees at the university library, packed up my belongings for movers, and within days after arriving on a new campus, attended several intensive days of faculty orientation. With the dawning of September the start of the semester looms, and I find myself still grappling with the enormity of the changes in my life over the space of a mere month. I have put behind me my student days, but somehow the role of teacher and mentor does not yet feel entirely comfortable. Of course, graduate school entails teaching undergraduate courses. But there was always the safety net of a higher authority, the professor one might turn to in case of unforeseen developments and class room problems. Having spent most of my life as a student, the idea of being the higher authority is frankly terrifying.

The last several days I have repeatedly gone over a mental list of “things to do.” Create syllabi. Check. Order books at the bookstore. Check. Order library reserves. Check. Order desk copies of course books. Check the classroom….. Still the nagging feeling in the back of my mind is that perhaps I have forgotten to do something REALLY important. Off the bat, I was told that one of the most important elements of a good syllabus is a clearly defined attendance and late assignment policy. The requirements of the course and grading policy should also be written into the syllabus, to be pointed out if and when issues arise. Grade inflation was a controversial issue at my graduate institution. Over the course of the last three decades, changes in educational philosophies at the elementary and secondary levels have led teachers to foster self esteem over excellence. The college students of today have been told that showing up and trying hard should be rewarded. Moreover, lucrative career paths to medical school, in particular, but also consulting, law school, and other professional schools require high GPAs. Most students genuinely want to do well through their work, but there are a few who relentless try to elevate their grades to the A range through campaigns of attrition. I have also discovered from experience that response papers and/or surprise quizzes are essential to enforce reading. Otherwise, I have had students discover shortly before the final that, amazingly enough, the assigned readings are actually interesting.

I still remember lectures from my own college experience which left me in awe of my teachers’ erudition and intelligence. Now on the other side of the lectern, I realize the hard work and preparation that must have gone into those flawless “performances.” I have a long way to go yet.

Tags: Graduate School, teaching, transitions

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