- Mar 2020
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Local file Local file
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Abby H. Smith,
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Catharine Beecher to AngelinaGrimké, 1837
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Lydia Sigourney
You could, if you wanted, tag all of the Connecticut authors or locations in a document.
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Teacher of the Year PD
I've embedded some annotations in here so you can see everything that you can do that I couldn't show you on Wednesday because this is the world right now.
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“School Begins,”
I didn't put a link in here because it's available in lots of places with lots of different resolutions, but here's the one from the Library of Congress.
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- Jan 2019
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contingentmag.org contingentmag.org
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This is a magazine for a general audience, not a peer-reviewed journal. We encourage you to send us a pitch rather than a complete draft. We will take pitches from anyone. We will, however, prioritize pitches from people who have completed postgraduate work in history (or a history-adjacent field) and are working outside the tenure-track professoriate. That being said, we really will take pitches from anyone.
Bullet point, put the main point in bold, and give a little more explanation for the first two?
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- Jul 2016
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Understand; Some New Concepts (180 wpm)
This strikes me as the best guess for the journal articles/book chapters I assign in upper-division classes. It makes me feel that assigning one of those a week in a seminar is not too much, but I know that in a class with people from lots of different disciplines (which is how even my upper-division courses fill), there's a lot of different ideas about what constitutes a lot of reading.
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These assumptions allow us to construct the following table of estimated writing rates (with rates about which we are most confident in yellow):
I would love to put this to students and see what they think.
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Engage; Many New Concepts (65 wpm)
When reading primary sources for engagement, I'd peg students here or lower. And I'm okay with that. I think if you assign rich primary sources, you don't have to assign a lot and there'll be plenty to engage with and plenty to talk about. But this seems to contradict the cited study (which I've seen elsewhere) that more reading in a course means more learning.
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Survey: Reading to survey main ideas; OK to skip entire portions of textUnderstand: Reading to understand the meaning of each sentenceEngage: Reading while also working problems, drawing inferences, questioning, and evaluating
One thing I hear from my students when asking them to do this assignment is that they've been taught how to skim and didn't really realize there was another way to read. They do "survey" reading by default. Many times it's not only about teaching a new style of reading, but also justifying the importance of different styles in different disciplines. All of this just makes me realize how much more talking about learning I need to do with my students.
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Because expectations vary by institution and discipline, you should survey the syllabi within your department and make sure you're not far outside the norm in either direction.
Regardless of the validity of point 3, it seems like this point is the one that's going to have the most immediate impact on what you assign. For better or worse, perception of workload is something we can only understand (and change) in institutional context.
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Reading children's literature is not the same as reading Kant and analytic writing is not the same as writing a personal narrative.
I used to think that I could assign more in my US history classes as we got closer to "now" because the language would be more familiar. I think I realize now that most of the time added by students is in the slowing down/deep reading portion of their labor, and that remains the same whether it's something from 2011 or 1411.
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Unlike K-12, where debates about the virtues of homework rage, most recognize that the structure of higher education is such that college students should be spending far more time on homework than they spend in class.
I think one of the most important things we can do for freshman is emphasize this switch. In addition to going from not being able to go to the bathroom without a hall pass to running their own lives, they're also being asked to change around how they work and learn. I'm not sure we always make it clear just how different it is, other than "There's more work and it's harder."
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