This, of course, was followed by a 2-hour research methodology course. I do the course part asynchronous and part ZOOM, calling it a hybrid model so busy people can best schedule their weeks. It's always nice when they're all thumbs up and have no questions on what they need to accomplish.
I often think about moving to Louisville, working many jobs, going to school for a teaching certification, and juggling time with the volume needing to be done. Those days taught me to juggle the impossible, which I have been doing ever since I became a teacher.
Teaching the YA course has me thinking that each week's theme could be an entire semester class in itself. There is so much more to be said on the themes (and scholarship) that goes with them. Shoot, there's a whole course on Kwame Alexander needing to be developed.
This course, though, is just an introduction and I love that students report the class has brought forth a love of reading again. One student said, "I finish a book, and I immediately look for another. I forgot how enjoyable reading used to be."
Of course, I'd love a grad student to do something on YA literature in the research course, too, but they're not on that page just yet. They are concerned with best pedagogy, and look deeper at teaching methodologies and not so much on the books a school has in their curriculum.
Off to a day of back-to-back meetings with high hope the pain is minimal. Phew. Hump-day once again. These days all come so fast now.
