This fall I will begin my 14th year of teaching English at Bethel.  I don’t know where the time goes other than to say that the present has a way of becoming the past very quickly.That will be fourteen years worth of essays I’ve read.  Sometimes I wish I would have kept some stats.  Here are some estimates.

Essays read/graded: 25,000
Portfolios graded: 1400
times reading the Odyssey: 25
add/drop forms filled: 120
student drop in office visits: 4200
committee meetings attended: 260
lunch time basketball games played: 4680
photocopies made: enough to wipe out a forest
number of times I’ve worn a tie: 0
number of times I’ve taught Lolita: 2
number of  Speech (COMM 171) sections I taught in 1999-2000: 5
number of sections of COMM 171 I’ve taught since 2004: 0
Office moves: 1
Office rearranges: 16
times I’ve wanted to quit and become a peach farmer who writes nature poetry:13
plagiarism cases I reported: 30
plagiarism cases I dealt with myself: 200
Bethel softball games attended: 45
chapel speeches: 7
faculty retreat presentations: 5
dissertations completed: 1
number of visits Morgan has made to my office: 23
humanities major graduates: 6
humanities major graduates prior to 2010: 0
days of class missed due to sickness: 13
snow days: 3

“For when she was hardly more than a girl, Miss Minnie had gone away to teacher’s college and prepared herself to teach by learning many cunning methods that she never afterward used.  For Miss Minnie loved children and she loved books, and she taught merely by introducing the one to the other.”

-Wendell Berry, “A Consent”

“…the original and authentic meaning of the word “professor” is “one who professes a faith.”  The true professor is not one who controls facts and theories and techniques.  The true professor is one who affirms a transcendent center of truth, a center that lies beyond our contriving, that enters history through the lives of those who profess it and brings us into community with each other and the world.” [113]

-Parker Palmer, To Know as We Are Known

1.  Playing shortstop in a fastpitch game on a 70 degree Saturday in June.

2.  Eating a giant brisket and sausage sandwich and washing it down with a monstrously huge coke.

3.  Walking in the woods with Morgan–his legs restored to perfection.

Instead, I’m grading.  Nothing that horrible about grading.  It’s just not as much fun as the above, or about three hundred other things I could list if I didn’t need be grading.

At Bethel we have what are called “FYE” (Freshmen Year Experience) blocks–two courses blocked in a single time slot on Tuesday and Thursday of the fall semester that two professors teach teach. Cristian and I teach FYE together.  FYE is a sort of a misnomer because it only runs the first semester.  Nevertheless, since the program was begun eighteen years ago it has had a fairly dramatic impact on student retention and has enriched the overall Bethel experience.  While it is not a unique program–there are many similar across the country–it is one of the things that makes the Bethel experience unique. 

Often at the end of the semester our students have expressed their sadness that the block experience ends with the semester.  More times than I can count, students have told me during second semester that they “miss block."

We’ve been thinking a lot about SYE (Sophomore Year Experiences) that might build upon the FYE.  There are many things that could be done, but lets just say that at our institution curricular changes don’t come easy.  One day driving into school I had a brainstorm about a way to “reconnect” with my block during second semester that wouldn’t require any curricular change.  All it would require would be permission to meet one day per week during chapel (for chapel credit) during the second semester of sophomore year.  The VP for Student Enrichment liked the idea and gave our block permission to give it a trial run.

So yesterday Cristian and our two “block mentors” (Karli and Cassie–the best FYE student mentors in the history of the program) started brainstorming together about what this thing might look like.  We set a launch date, came up with a name (“B7 Reconnect”–FYE Block 7, reconnecting on many levels), talked about how to generate excitement about it, and discussed themes and topics that might be most helpful to sophomore’s in college–something in the general neighborhood of life calling or vocation and our identity in Christ without using such tired and over-used lingo as that.  Anyhow, I’m looking forward to the many layers of “reconnection” that may be possible in a setting that is as “un-classlike” as possible.

I love my work.  It’s the place God has called me–as Buechner says, it’s the place where (my) deep gladness and the world’s deep hunger meet.

p.s.  This song just started on my Last FM reggae station, and I’ve been singing it to my wife. :-)

[youtube www.youtube.com/watch

Every semester I have to come up with some new idea for a literature seminar. Every semester I agonize over this decision–over choosing a topic to spend fifteen weeks with, over finding something that I’ll be energized enough by to enjoy and to facilitate, and something that maybe a few students will find interesting enough to want to explore together. I’m not as successful in my choices as I’d like to be, and sometimes I’m surprised by the responses. There have even been times when I’ve feltl like something wasn’t going so well, but it turned out by the end of the semester the students were expressing much more appreciation than I could had sensed throughout the term.

• Post-modernist literature
• Myth and Archetype in Literature
• Nobel prize winners
• Nietzsche and the novelists
• Clashes of culture
• Survival literature
• Love and friendship
• Literary Friendships
• Bringing life to literature
• Modern European masterpieces
• The Sermon on the Mount and Story
• C.S. Lewis, Samuel Johnson and the Great Conversation

In blog entry #11, I commented on “Visigoths” and the visigothian idea of grades. See that entry here. http://robbyprenkert.blogspot.com/2012/01/11-on-visigoths.html

We asked the class whether they thought–considering their graduating class–the Athenians would outnumber the Visigoths. I suppose the value of a question like that isn’t so much in the answer we get to the specific question, but to the discussion the question sparks and the perspectives it reveals.

I think it would be fair to say that most of them felt that the majority of their classmates were in the Visigoth camp, and seem to show few signs of relocating themselves.

Taking a bit longer view, I remain hopeful. My teaching partner and I think that seeds do get planted, and that sometimes–maybe even years later–students and former students slide on the scale and become a little less “V” and a little more “A.”  Of course, the two categories are not Christian, but a robust faith will always push one toward the “A” and away from he “V.”  t

Sadly, a superficial faith may very well slide a person deeper into visigothian territory.  But that’s a thought for another time.

[youtube https://www.youtube.com/watch?v=OdKa9bXVinE&w=560&h=315]

The first reading assignment in every class I teach is the syllabus. The first thing I do the second day of class is take questions students have about the course after they’ve (supposedly) read the syllabus.

Sometimes, I feel like the guy in the video. Not all the time. Not even most of the time. But every once in a while.

Not necessarily this semester. :-)