Next week, I'll be leading students on our library research day. I am currently finding out if we can reserve a special collections research room. Abby requires students to check out an actual hard copy of a book for project 3 and hadn't planned on reserving a space. She was basically going to let them free roam in the library, but I thought it might be better to have a central location they should come back to. So, I am in touch with one of the directors of Special Collections. If those wonderful spaces aren't available, we'll check out a regular instruction room. I think I will also like to conference with students at that time while they research.
Update: I heard back from the person I’ve been in touch with! We’ll have a room! Yay! I don’t know if it will be one of the main research rooms for the special collections, but either way I reached out and got us a room all on my own. The reason it wasn’t a simple matter of following the usual procedure is because we’ve already had a library instruction day and we didn’t want another one, we just wanted a space that was close to the resources students may want to use and Abby and I both wanted to introduce students to that unique collection without going through the touring/instruction process so students could maximize their time to work.
Abby is going to send me copies of all the students’ proposals (after approval) so that I won’t have to keep asking students to remind me what their topic is, and I’ll be able to help answer questions more quickly
I see that I’m really behind on this journal! I sort of feel like this is because the past few weeks haven’t felt eventful, but that’s not because they weren’t; it’s because I’m so tired!
In the time since my last post I did have the above Frankenstein lesson, Abby had to go to the ER, students got their Project 1 grade back and a chance to revise, and group presentations began.
I didn’t make the Frankenstein analysis as formal as I intended because while waiting for class to start, I was hearing a lot of stress about Project 2 and about the group presentations, so I gave students the option to relax a little and do the Frankenstein assignment less formally (mostly chatting and drawing together instead of Prezi and turning it in) and the other students could choose to work on their presentations or paper. For the students who chose the latter two options, I walked around class and checked in with them periodically.
As the semester progresses, I have been thinking more and more about what things I like that Abby and other GTAs do (from hearing about ideas in the weekly meetings) and what things I would change in a classroom where I’m instructor of record. I’ll start articulating some of those ideas soon.
I'm just your average fictional creature, living in a swampland by the sea.