The Woes and Perils of Returning to Academia
The semester is nearly over. I have another final in the morning at 8 am and then a few lectures and the semester will be done. I feel it would be good for me to evaluate the proceedings, the methods, and the net effect on learning as this semester draws to a close. First and foremost there is a diversity of methods presented. Some follow a traditional method, others follow what I might expect from a graduate level course, and others are pretty lax on the whole grade thing. The traditionalists give an extensive syllabus, percentage breakdown of each element, and a couple projects. The graduate level people use term papers, oral presentations and maybe written essay/short-answer finals coupled with a book list and an expectation of what you should know at the end. It's up to you to figure out how to get there and what is required, needed to accomplish the designated tasks. Finally there is the student's preferred method of a few things assigned here and there but a relatively free form lecture and class structure. This semester I expected more graduate level courses. I had a few that were approached as more of an undergrad class. We had a couple busy work assignments and then a final that had no resemblance to the method or types of understanding presented in the class. These were the most frustrating. Our lectures, assignments, and participation led to a net evaluation, which had little similarity to the course throughout. This is the most disappointing feeling. You've prepared, studied, learned material only to reach the end of the course and find its importance diminished and expect to regurgitate material in ways and means not even suggested previously. If you'd like to test my knowledge, use the method you have used through the duration for the evaluation. An example was my exegesis class, which were lectures and small group studies of Matthew. These were excellent, well taught and all. Then we hit the final of which 25% is spitting back chapter and verse citations for events and verses. This is certainly a great thing to learn from Matthew but unacceptable is telling us no more than a week before the final. I had the order of events, a few key passages but nowhere near the information they desired. That is the kind of information an instructor should say at the beginning of class so that we could actually USE it during the class. The fact is sheer memorization of the study guide and class handouts would provide you with a passing grade on the final. This is the fundamental failing of the undergrad approach to class. Most of us come from a career of which anything we learned was by application. Now we are in an academic institution attempting to learn practical, historical, interpretive, and systematic ways to be teachers and proclaimers of the faith (and its means of grace.) Some of our professors understand this and make their expectations clear, provide means and reason to use the knowledge, and in the end we enjoy the class. This result comes irrespective of grade. Those are classes you don't forget; their knowledge is tangible, real, and applicable. I'm not suggesting quotations, citations, and such aren't applicable. But if they are so important, a heads-up, a warning, or even a suggestion to try recalling events by chapter during the proceedings of the class would be useful. Some might argue this would go without suggestion. Perhaps. As it is we are all on 1 1/4 to 1.5x a full time class load and STILL will not complete the first year requirements, something has to give. My point it is, as an instructor make your expectation clear, suggest a means to accomplish it, but most of all make and provide it in form and structure that emphasizes our net vocation usage as pastors. This does not need to limit its "academic" usage, reinforcing doctrines, or topics outside the realm of most lay person interaction. Yet, the reality of this situation is the majority of us aren't on an academic track but rather training for the vocation of pastor. We then have the tools to manage our time effectively, balancing the requirements of class, extracurricular, fieldwork, and most importantly family life. While I didn't intend this to be a rant, it has turned into as much. It has helped me articulate some arguments and provide a reasonable critique of the methods of this quarter. Hopefully now I can evaluate the future courses through these lenses and anticipate the failings, faults, and most importantly the intent and expectations of the instructor. This way I can actually use the 10 weeks of preparation for the expected knowledge to be assessed. God willing.
