In one week I will be teaching Disruptive Technologies for the first time at Stony Brook. My enrollment is lower than I had hoped and that has me a little concerned about how I will have to rethink my course design. I was reminded yesterday to embrace the lower than expected enrollment and to not wish for the alternative — too many students. I suppose that is true, but my design is predicated on teams and only having enough students for form two of them has made me question a few things. I think I have made the right kinds of changes so far to manage it. We’ll see.
Setting that aside I am extraordinarily excited to get back in the classroom for the first time since the Spring of 2012 when I co-taught Disruptive Technologies for Teaching and Learning with my very good friend and colleague, Dr. Scott McDonald at Penn State. Back then it was a graduate seminar that was a popular offering in our College of Education. If I’m honest, teaching it alone without Scott to lean on also has me nervous. In a lot of ways making myself nervous is part of the thrill of teaching in the first place. So again, we’ll see.
I get a lot strange looks when I tell people on campus that I am choosing to teach at all … most people tell me I am crazy. That is probably true given my time constraints, but when I look at the fact that my boss, President Stanley, is teaching this semester I think I can make time to make it work. When people ask me why I do it, the answers have been the same for years — I love it and I learn so much by doing it.
I learn how the tools we provide for faculty really work. I learn how our classrooms really support instruction. I learn where our administrative tools are falling short and exceeding expectations. I learn about how our students see the services we provide. I learn from the readings we do. I learn as we form into a learning community. I learn about all the things that I have long forgotten about how hard it really is to be a college student. I just learn.
An interesting twist this semester is that a member of my senior leadership team is taking the class as a student. When he told me I looked at him like he was crazy — I mean the guy finished his undergrad and has an MBA, so he clearly doesn’t need the credits. What he told me made me smile — he wants to learn. He wants to learn from what we do in class, but in so many other ways he wants to learn about what it feels like to be a students at Stony Brook and have to interact with all the systems our students have to interact with to be a student. His team builds the administrative information systems that support things like bursar functions, HR functions, registrar functions, and all the systems that really make a Unviersity work. He wants to know how his audiences feel … I liked that answer.
He and I just want to learn. And that is what I love about this whole thing — teaching to learn.
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