New year, new challenge: Teaching!

Chalkboard Blank slate. Photo by monikahoinkis.

Two days after ringing in the New Year, I had to wake up early to catch an eastbound plane. I’m starting out 2013 not by plunging back into the lab-greenhouse-office rotutine, but with a 3-week guest teaching gig at Bard College in upstate New York, as one of the faculty for Bard’s winter-term course Citizen Science.

Citizen Science is part of the Bard freshman seminar, and it’s primarily meant to help bring students up to a basic level of understanding how science and scientific reasoning work. Since the entire freshman class takes it, Bard brings on about two dozen temporary faculty to teach Citizen Science—and, while there are some elements of the course that are in place before we arrive, each faculty member builds his or her own curriculum.

That makes this my very first effort at building and teaching a course from (more or less) scratch. There’s a lot of starting material to work from, provided by the Bard faculty running the program, and by other CS faculty—course development is highly collaborative. But ultimately, what my students do for the next three weeks is entirely up to me—I have to pick readings, plan four and a half hours of in-class acitivites a day, and figure out appropriate homework assignments.

I spent most of my holiday vacation sketching out plans for the course, but I’ve still been scrambling to pull things together in the three days I’ve been at Bard. CS starts on Monday, but there’s an introduction/opening event this afternoon, at which I’ll meet my students and give them their first assignment, Robert Fisher’s essay “Mathematics of a lady tasting tea.” My class roster shows only three science majors out of 20 students—this will be one long exercise in talking about science with educated people who, after this month, may never set foot in a wet lab again.

Which is exactly what I signed on for.◼