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stoutfellowSo, the first week of the semester has passed.
I was - and am - uneasy about this semester, because of the two courses I'm teaching. The first is "Introduction to Algebraic Structures", a junior-level course on abstract algebra - specifically, group theory. This course is notoriously difficult for our students; it calls for a kind and level of abstraction they have not previously encountered, and many of them react very negatively. (Course evaluations from this class tend to be at best mediocre and at worst miserable.) I last taught the course quite a few years ago - enough that I don't remember how many - and the precise content has been changed, so I'm having to feel my way, to a certain extent. The new textbook moves very slowly, at least at the beginning, and I think that may be wise. I'm having a little difficulty holding myself to that speed, but I am taking it slower than usual. It helps that most of the students have had me before, so building rapport is not a major problem, but I'm still concerned.
The other is "Engineering Mathematics", which I've never taught. The person who had taught it regularly abruptly decided to retire at the end of summer, and the assistant chair, desperately seeking someone to take it on, asked me. I said I wasn't enthusiastic, but I'd give it a try.... The course covers a hodgepodge of mathematical skills that the School of Engineering has told us its students need, mostly from linear algebra and complex analysis. Theory is not a major concern, obviously. I have to dial it way back to suit this audience. I think it may be working; the first evidence will come in Tuesday, when my grader returns the first quiz to me. Still, I'm not yet sure of my footing. (This course has an even worse reputation, as far as evaluations go; when I mentioned to another colleague that I'd be teaching it, she was very sympathetic....)
At this point? I'm cautiously optimistic, but I think I'll be on edge until I see the evaluations, early next semester.
I was - and am - uneasy about this semester, because of the two courses I'm teaching. The first is "Introduction to Algebraic Structures", a junior-level course on abstract algebra - specifically, group theory. This course is notoriously difficult for our students; it calls for a kind and level of abstraction they have not previously encountered, and many of them react very negatively. (Course evaluations from this class tend to be at best mediocre and at worst miserable.) I last taught the course quite a few years ago - enough that I don't remember how many - and the precise content has been changed, so I'm having to feel my way, to a certain extent. The new textbook moves very slowly, at least at the beginning, and I think that may be wise. I'm having a little difficulty holding myself to that speed, but I am taking it slower than usual. It helps that most of the students have had me before, so building rapport is not a major problem, but I'm still concerned.
The other is "Engineering Mathematics", which I've never taught. The person who had taught it regularly abruptly decided to retire at the end of summer, and the assistant chair, desperately seeking someone to take it on, asked me. I said I wasn't enthusiastic, but I'd give it a try.... The course covers a hodgepodge of mathematical skills that the School of Engineering has told us its students need, mostly from linear algebra and complex analysis. Theory is not a major concern, obviously. I have to dial it way back to suit this audience. I think it may be working; the first evidence will come in Tuesday, when my grader returns the first quiz to me. Still, I'm not yet sure of my footing. (This course has an even worse reputation, as far as evaluations go; when I mentioned to another colleague that I'd be teaching it, she was very sympathetic....)
At this point? I'm cautiously optimistic, but I think I'll be on edge until I see the evaluations, early next semester.
