I could swim in a sea of professional development for librarians and never tire of it, and yet last spring I felt I needed a change, so decided to take a 2nd-year university statistics course to better support our AP Research students. I liked stats in grad school and it would exercise some neglected grey matter – how bad could it be? (TL;DR bad then not bad).
By week 3, I had learned what I came for which was unfortunate as there were 9 weeks left to go. However, this spoke to one of the most valuable takeaways:
It was very helpful for me to re-live the student experience.
As Courtney noted in her most recent blog post, “it’s important to place ourselves in the shoes of our students”. Taking one little course reminded me of the deft juggling required to manage a full course load. Managing one’s time, seeking extra help, pushing through dense material and continued stepping up to the plate while regularly striking out – I had seriously forgotten what this all felt like from a student perspective.
Online asynchronous learning is not a vibe for me.
Online is one thing, but asynchronous is a whole other, and the combination was not conducive to good learning in my case – but this may just be me. I’d love to ‘hear’ a comment from someone who’s had a different experience.
I am definitely the turtle, not the hare.
Slow and steady wins the race for me. Bombing most of the timed tests was balanced out by thoroughly completing weekly assignments; knowing this, I’m curious how I can apply it other areas of my life.
I can do hard things.
Despite there being many, many moments when I may not want to.
I’m glad I tried something different; it felt great to exercise some long-dormant brain cells. And while I struggled mightily (including failing a midterm), I finished stronger than I thought possible. More importantly, I developed much empathy for our students in the process.