Short and Long Cycles (of Courses)

Publisher’s reps are emailing me with increasing frequency, asking what I’m teaching next year and what textbooks I’m going to adopt. I’ve had to consult some documentation to see what that will be because I am teaching a metric whackload of new courses – three brand new ones, to be exact, two of which I’m team-teaching so that means they’re set aside three familiar classes (and one new distance course that I’ll offer online for the first time next January).

There are some courses that I always teach – Western Civ is a historian’s version of Freshman Comp (and just about as much fun as a course concept even though I try to liven it up each year). I taught Renaissance Italy for eleven years running before I ran screaming from what had once been a favourite subject. I give graduate level historiography and methods a serious side-eye having taught it all but three years in this millennium.

Repetition can wear me down. In fact, the major reason that I’m preparing a distance course is to relieve pressure from an over-popular course in Ancient Near Eastern history which can be offered more often online (with another academic taking over the instructor’s duties) than I want to do in the classroom.

I know some academics advise a tight rotation of select courses – come up with a two-year rotation and stick to it. I tend towards the other extreme: I prefer a three or four year plan of teaching that allows me to get a break from a subject and turn towards other interests. I also am always game for a neat new course concept (which is how I ended up co-teaching a course on the history of the occult next year).

I suppose this is also my way of coping with the necessary repetition. I may have to teach the first half of Western Civ every year from now until retirement, but I have fun new courses on the history of war and on the history of crime to leaven the boredom, at least for next year.

What about you? Are you drawn to new course concepts or options (even new themes in a core course would count) or do you prefer to keep your teaching to a tight set of regular-repeated topics?

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