Teaching and Standards: Or Why I Do Not Care If Students Have to Read

The Spring semester began today. I love the first day of school; it is quite thrilling. I used to love to see what we would learn this year or this semester. I did not even mind homework, but I was an odd child. I have one class this term, and I am eager for it to start. (I work full time elsewhere and cannot teach more than one class right now.) My class, a course dealing with American Women's history, has not met yet; it will start in a couple days.

I have been teaching this class for several semesters in a row without interruption. While that may seem repetitive (and it can be), I do not mind. The way I look at it, I have the chance to get it right the next time. As an adjunct, beggars cannot be choosers about what one teaches. That I am able to teach this class at all is gratifying (I could be stuck in Survey Land). Lately, however, I have felt that I could do better with this class. Last semester I attempted to infuse more life into it (and it helped me and the students) and this semester I will do even more. Consequently, I am excited for the class to begin to see if my recent changes will work.

The biggest complaint I get from students is that there is too much reading. Frankly, I do not care if they have to read more than 30 pages a week, but I know that if I do not adjust the readings to a certain degree, I will lose students. To say that I am slightly frustrated by this is an understatement. My students tend to be employed full time and have family responsibilities. They are struggling to better themselves. Many are also woefully unprepared for my class, but they need it (or one like it) to graduate. What is the solution? I believe an upper level history course should entail a degree of reading and work. If I cut too much, the course loses its meaning and purpose. If I cut too much from it to make it more palatable for the students, do I not do a disservice to their education?