It is the first Thursday of the new semester and I’m excited about my class. This semester, I’m teaching History 101: Western Civilization I to about 40 students, Roman History to about 25, and the Practicum in Writing, Editing, and Publishing to 5 or so.
This semester, one of my goals is improving attendance in my History 101 class. In this class, I have the students work in groups to use primary source readers and an open access textbook to create supplemental readings for the assigned textbook. This involves producing a glossary as well as two directed primary source reading modules where students use primary sources to “deepen” a topic addressed in the chapter and “expand” the material in a chapter.
Historically (heh) this class has struggled with poor attendance especially during the mid-semester doldrums. I’ve blogged about this endlessly. This semester, I addressed the issue head on the first day of class. I explained why I would prefer not to result to a kind of punitive approach to attendance where I gave quizzes when attendance dropped below a certain point. Moreover, I offered a casual critique of transactional educational models where we confused measurable and assessable outcomes with the messy work of learning. Students have been told and internalized the idea that the grades and credits are what matters and they assume that these recorded and standardized marks represent learning.
Instead, I introduced the idea that learning isn’t something that comes along with a grade or a credit hour, but what actually takes place in the classroom. This not only challenges the transactional model education, but also replaces it with a model based on working together to produce knowledge. This is consistent, I think, with the historical purpose of the history classroom (heh) and the seminar where students worked together to understand complex sources and texts. At the same time, it creates an expectation that group work isn’t a method, but the goal. As a result, students come to class not to get a grade, but because they understand that being in class is the goal.
I’ve also invited the students to talk with me about what would encourage and support them attending class regularly and participating in the work of their group. My current plan is to set aside some time to talk to students about attendance and have them see attendance not as part of some transactional understanding but as fundamental to the experience of learning.
My Roman History class, and my upper level courses in general, has rarely suffered from attendance challenges in the same way as my 100-level courses. (Although I have had occasional ideas of taking my 16 week class and transforming it into four, four-week modules of which students need to attend during three of those modules. This would align the class better, I think, with student expectations).
That said, I still think introducing the idea of community to these classrooms explicitly offers students a new way to think about their education. For Roman History, it coincides with my emphasis on thinking with and about texts collectively. My Roman (Greek and Byzantine classes) are scaffolded around a series of texts which form the bulk of the courses content. In the case of Roman History these are Sallust, Apuleius, Augustine’s Confessions, and Corippus’s, In laudem lustini Augusti minoris.
My one innovation in this class is that I’m going to release the final exam in week four (of 16) and allow students to turn in the exam whenever they want over the course of the semester. The idea in doing this is two fold. First, it eliminates the end of the semester stress brought on by the arbitrary due date. And, second, it encourages students to think about their own learning and to discern when they have come to understand enough to address big picture questions in the class. (Of course, this means that I have to come up with a flexible enough exam question to make this all work!).
Finally, it looks like I have enough interested students to run a 1-credit student reading group early Thursday mornings. Despite some fairly thoughtful efforts to discourage me from having students read Ronald Syme’s The Roman Revolution (1939). The class will simply involve us getting together and chatting about a few chapters each week. For those of you who have read Syme, the contemporary relevance of the book goes without saying; for those of you who haven’t… well you should!






