My advanced-level writing students had one final assignment to do after their education reform blog posts; I asked them to design (or redesign) their own university-level course. The bulk of the assignment would be spent justifying their choices (How will it be taught? By whom? Where? How will students be evaluated? What assignments/work will students do? What are the learner outcomes?), but this assignment was an opportunity for the students to re-imagine the university course as they know it.
But, creating this class was still a challenge and an adventure for me. It was unlike any writing course I had taught before. I experiemented, and it seems to have paid off. Next semester, who knows what the course will look like? I’m learning as I go, and expanding what I am willing (and able) to do. I’m also hoping that my students will offer some ideas in their assignments.
Their ideas for courses sound great so far. One student thinks it would be a good idea to offer a cooking class for Freshmen. Another wants there to be a general education course in debating, to teach students how to argue and listen effectively and not just yell at each other. And yet another wants to bring students out into the field to do local sociological studies. I am eager to see how they imagine delivering the course; will it be the same-old lecture-essay-test format that so many of the class they have taken use, or will they try to move beyond that?
I told my students that I was going to miss them and this class when the semester ends next week. The course wouldn’t have been nearly as successful if they hadn’t been willing to come along with me for the ride. I had two sections, forty students, who have worked really hard and have been fantastically receptive to my crazy ideas. Part of my goal in this class was to show them what their education could be. I think that another small goal was to show myself, too.