Almost summer

I am not counting time as part of "summer" until after commencement this Saturday.

But I find that I am somehow, amazingly, almost done. Classes are over. Most of the grading is accomplished. I am waiting on a few late assignments before I submit grades.

Here, therefore, some summer goals (just the academic ones, there are others regarding yard, social life, etc.):

1) Earn my summer stipend by ordering and reading materials and making plans for my fall course on the Crusades.
2) Look over my old conference papers and prepare an article to submit by the end of the summer.
3) Look at my book manuscript, figure out what revisions it needs, and begin work on them.
4) Make plans for a research trip in the fall.
5) Make plans for my other new courses next year, plus start putting materials together for my review. (My school does a 2nd-year review and another in the 4th year.)

Kalamazoo

I have not that much to report, really. I went, I zooed, I returned. I was a little disappointed by the lack of papers and books for sale that might be pertinent to my research. I gave my paper, which went fine. I had many lovely meals and meetings with many lovely people. I made a couple of contacts I hope to follow up with. I dragged my spouse along, and he claims to have had a good time as well.

And now, if you'll pardon me, I have a week of classes left and a stack of papers to grade.

Almost on my way

Kalamazoo paper is done, and may even not be crap! I also made a handout, and managed to fit it onto front/back of one page. Yee ha! I should be arriving Thursday evening. I'm looking forward to being away for a little while.

So this should be a busy month then

I've got three full weeks of class left. I'm hoping my senior students can hang in there and avoid the plague of senioritis.

I've also got an extremely short turnaround between the end of class and submitting senior grades.

I worked on my Kalamazoo paper yesterday. I'm kind of concerned that it may be crap at this point, but at least it's 75% done crap.

The weekend after Kalamazoo, my in-laws are coming for a visit.

Contingent Teaching Baggage

OK, I lied. I didn't get to this post last week. Judging by the absence of response to the previous post, none of you were waiting with bated breath for this post anyway. At any rate, here it is.

So when I left off, I was accepting a visiting position in a distant state while still ABD. I then finished my dissertation very quickly. It had taken me some large number of months of work to turn out two chapters, and I finished the remaining chapters (three or four, I don't want to look up how many right now) in about four months. In retrospect, the diss would have benefited from some more time and thought, I think, but I knew I wouldn't be able to work on it while preparing new courses from scratch.

Thus began my six years of contingent teaching, in which I had five different teaching jobs. Some were actually full-time, others were one course. If there are any graduate students out there reading this to get a sense of what things could be like, I feel that I should stress that I was extremely lucky in at least two respects:
1) I spent a while living in a place where many colleges had phenomenally good adjunct pay. Most schools do not pay more than $1500-2000, and I often did much better than that.
2) I have a spouse whose full-time salary and health plan meant I did not have to go without groceries or medical care.

Since I worked at a number of different colleges in somewhat different capacities, my experiences were fairly varied. At some places, I felt pretty well integrated into the department; at others, my office was isolated in a different part of campus, and I hardly saw anyone else from history. At some, I shared an office; at others, I had space to myself. One of the positive aspects of these experiences is that I had the opportunity to see how different colleges and departments work. A lot of my colleagues at my current institution have never worked anywhere else, and I think I have a broader perspective on how higher education works.

A second positive aspect is that I gained a lot of experience. When I finished graduate school, I was rather raw in some respects. I had never taught my own course and I had no publications. That first year, in particular, was something of a crash course (experiential) in teaching. I also did two conference papers that year and started preparing an article for journal submission. In my various jobs, I got a lot of practice prepping new courses, and a lot of opportunities to observe faculty politics. These things have enabled me to step into my current tenure-track position more easily than I moved into my first post-grad-school job.

Things that sucked:
There were quite a few, but I'm going to highlight just three, I think.

• Very little mentoring. New t-t faculty may get formal mentors; new contingent faculty, not so much. I corresponded with my grad school advisors, but couldn't have one-on-one meetings. I had to figure out a lot of things about teaching, publication, etc., more or less on my own. I asked for advice, and did often get it; but I had to form relationships and ask for help on my own initiative.
• Double job searches. I spent much of every fall preparing applications for the tenure-track job market. I spent much of the spring making lists of colleges in my area, phoning people, and mailing off copies of my c.v. This was a successful strategy, which did get me hired on several occasions, but it took a lot of time and a heavy emotional toll.
• Feeling like my life was on hold. It was hard to make plans more than a few months ahead. I avoided making commitments in the area where I lived, because I thought I might be moving in a few months. I seldom had the right combination of money and available time to do more research (again, I often couldn't plan on a summer research trip, because I might need to relocate...). I often felt socially isolated, and I wish I had been more open to developing relationships while living in places I thought of as temporary.

Graduate school baggage

When bloggy discussion turns to graduate education, I feel myself to be in an odd position. I am newly come to the tenure track. My institution gives only bachelor's degrees, so I have no role in preparing graduate students. I do, however, need to figure out how best to prepare my students for graduate school, should they choose to go (and whether to encourage or discourage them, etc.). I have opinions on graduate education, based on my graduate school experience. Reading the recent posts here, here, and here have led me to some musing on that baggage, as well as my several years on the gypsy track before starting my current t-t position.

Graduate school difficulties
The things that made my grad school experience difficult fall into two categories. One is that the graduate program in my field was restarting after a bit of a hiatus. This meant that my advisor was figuring out the process at the same time I was going through it; I had no more advanced students in my area to look to and seek advice from; and the seminars while I was in coursework didn't form a very coherent curriculum. Students in other subfields talked about turning their seminar papers into publishable articles, which mystified me as my seminar papers all seemed to me to be very student-type work, not publishable at all, and often not well tied to my core interests. Figuring out what my core interests were posed its own challenges, but I think that's another story for another time.

The other factor making my graduate school experience was the graduate school administration. Not my department; I generally felt that the department, or rather the professors in it, was geuinely committed to my success and intellectual growth. The message I got from the graduate school administration, on the other hand, was that I should teach teach teach and somehow also finish my degree in 5-7 years. For example, I had to meet with an assistant dean to obtain permission, and the needed funding, to go abroad to do my dissertation research in my fourth year. "But we expect you to teach in this year," s/he said. "But if I stay here and teach, I will not be able to make any dissertation progress whatsoever," I said. We went back and forth for quite a while before s/he agreed--and taking the funding then meant I did not get it for my "writing year" later as I was supposed to. I became increasingly concerned in grad school, that the university's method of encouraging advanced students to finish was entirely punitive: grad students in their 5th year or more went to the end of the preference list when teaching positions were assigned; their funding was reduced or cut off entirely after a certain year; they had to pay more for their health insurance; and on and on. The premise seemed to be that a 7th-year or more student was a slacker who needed to be cut out of the feeding trough. This seemed to me to be untrue in most cases: students might have difficult advisors or be working on complicated projects, but the university simply didn't care. It became my belief that once a university admitted a person for graduate study, the university then needed to commit the necessary resources to help that person succeed, not punish him/her when support was most needed.

Things that were not difficulties in graduate school:
My advisor. We have always had a congenial relationship. He had a rather hands-off attitude about a number of things: he allowed me to flail around for a while as I tried to figure out my project, which I think was intellectual work that I needed to do myself. He did point me in the direction of sources and colleagues that proved immensely fruitful. I found that when I asked him directly for advice or something else I needed, he was forthcoming and generous--but I did have to askk. For example, we had met only irregularly for most of my time there, but I asked to meet more often when I was in the later stages of writing (because I needed the incentive of a meeting to produce drafts more quickly). We then met every week or two until I had a complete draft.

My fellow grad students were also helpful. There were few students in my subfield, but those of us who were there were supportive of each other, and have remained friendly. I became tied into a large network of students in other subfields in the department, which helped provide me with psychological support. A small group of us in different fields also formed a dissertation-writing support group for a while; we met each week and critiqued a different person's draft chapter, so that we each had to have a draft to show every 3-4 weeks. Like meeting with my advisor regularly, this provided a very helpful incentive to write, as well as useful feedback.

Summing up:
So, on the whole, my graduate experience was fine. I certainly did not have the kind of toxic advising relationship that has caused problems for other people. But by my 5th and 6th year, I was increasingly frustrated with the university's attitude toward advanced students, which seemed callous. Each new teaching assignment I got was further away from my area of specialty; I was tired of teaching sections of other people's courses; I was tired of feeling like less than a full-fledged adult. So I jumped at the chance to finish up and take a one-year visiting position when one was offered to me.

I think this post is long enough; I'll talk about transitioning from graduate school to contingent scholar later this week.

The Tyranny of Readers

I am starting to think about next year's courses. I have a number of tweaks to make to assignments, but the more pressing issue is what books to assign (because the bookstore wants me to order them soon).

In my intro classes I assign them a textbook for an overview of the period, and the rest is mostly primary sources. Much of that comes from a reader, or collection of primary sources with short editorial introductions. I find I have a love/hate relationship with most of the ones I am using.

Using the reader is convenient because it saves me the trouble of hunting down such a wide array of primary sources myself. The editors usually provide some handy background information on the document and its author. All the stuff is is one handy book, so students don't have to worry about losing handouts and the like.

The major problem I am having is that I feel like when I am using a reader, the book itself drives the content of the course more than I like. For example, for ages I have used Geary's Readings in Medieval History in my medieval survey. I like a lot of things about this book: I like that it uses long excerpts, or complete sources where possible; I like that it covers a broad range of topics; I like some of the specific sources included. But the last time I was using it, I felt frustrated. It seemed like we kept talking about kingship and institutions of power. It's not that I wanted to ignore these things entirely, but it felt like the book was sending us in that direction because of the materials it included. That is partly my issue, as I don't mind supplementing a reader with other materials, but I like to use as much of the selections in the reader as possible, so students get their money's worth from it.

So, I'm now trying to decide whether to continue using the book, substitute another reader (which might have similar issues), or put together my own slate of sources for the students. I'd welcome comments on what has worked for you.