Thirty Years Fly By: Teaching IR

 This week is the 30th anniversary of my first day of teaching and of professing (although I think my first title did not include "professor" as a visiting ABD).  The first day of teaching was my best exemplar of being an absent-minded prof: I somehow forgot to bring the pile of syllabi to the first course of the day--Intro to IR... and then to my second course of the day, which was a different section of Intro to IR..... and then to my third course of the day---also Intro to IR.  This was long before folks had courseware, long before stuff was uploaded before classes started.  Profs brought paper versions of their syllabi (shorter then because of little required boilerplate) to the class. And I failed miserably in that basic task.  Have I said this before?  This is now a constant problem in my teaching (and in my blogging?)

I don't have any pics of my
early teaching so this will
have to do.

The good news is that I didn't fail as a teacher that first year.  As a last minute hire, I was lucky to get three sections of the same course, one that I had TA'ed for a few years earlier.  In my second year of grad school, at a school with a quarter system, I got to assist a terrific class, a bad class, and a class that was a bit of a mess as the prof was figuring out how to revise the class as the Cold War was ending.  So, I built that one course from the terrific class, borrowed a few tricks from the class that was a bit of a mix, and learned what to avoid by not doing what I saw in the bad class.

My aims my first year were modest: try to be clear and organized.  I had very extensive notes although I did not try to read off of them.  I spent much effort producing transparencies so that I could show the students the outlines of the lecture to keep both me and them on track.  I did not build in jokes or elaborate stunts to keep them away--the tricks developed later mostly to keep the 600 students awake and engaged at McGill.  At Vermont, I had roughly 30 students per class, did mostly lecture (much more my strength then and now, rather than leading discussion).  I am trying to remember if the classes had discussion sections... I remember not having TA's, and doing the grading myself.  Papers and exams although it has been forever since I have had in-class tests.  And it went well enough that they brought me back even after being ruled of that year's job search. 

I liked teaching quite a bit.  Sure, I am an attention hound, but talking about the stuff helped me understand it better, they asked good questions which made me think, they pushed my curiosity as I didn't always know the answers (I often did not the answers).  They were a lively, engaged bunch and I fed off of their energy.  It has been a long, long time since I taught three classes a day, but I was able to do it then by being an energy vampire.  It was really a terrific place to learn how to teach and how to manage my classes--I was a visitor whose career there was quickly to become finite, so I could focus on the teaching (no dept meetings for the visitors, no dept service either) and on the skiing.  It was also where I started to learn and theorize about department politics. 

It is kind of wild to think that particular batch of students of about 90 poli sci students are now around 50. I have not kept in touch with any of the students from that first year (although I did write a few recommendations for some of them shortly after their time with me) and only occasionally a few profs from that experience.  

Of course, I am celebrating my 30th anniversary of teaching my first classes by ... not teaching.  I am on sabbatical this year, so no teaching (except for the Summer Institute last month).  I hope to be refreshed next year, as I am entertaining the idea of teaching a new class (or an old class that I haven't taught in eight or nine years)

Looking back, I realize that I am very lucky to find something that works so well for my personality and for my excessive curiosity.  I don't enjoy grading, but hanging with the kids has kept me youngish, keep pushing me to think about stuff differently, and keep challenging me.  I have had to ditch my old cultural references, and I have to keep track of my stories better.  

I stayed in grad school in part because I could not imagine doing anything else, and, now?  My imagination still sucks, as I can't imagine anything that would have worked as well for me.