Spring 2026 – Let’s Go!

Teaching is always a work in progress. While I reuse the basic template for my courses, I always change something to either improve the course or be responsive to my current students. I base these decisions on student feedback, course evaluations, textbook changes, and my own observations of what worked and didn’t during the previous semester. I never want to be like one of my college professors whose lecture notes were yellowed and crinkled with age.

So, what’s changing for this semester?

• Readings I select can change every semester. I’ve invited my students to vote on a thematic focus for the readings I select (Sample Form link) for the last two years. I pull themes from the textbook I’m using because it provides a starting point for reading selections. I may add other readings I’ve used and add new readings I find from other sources. I have three courses this semester, so I could end up with three different themes. I’ll admit having different themes across sections is easier in second semester composition. Technology has been the most popular theme for this school year. The second most popular theme helps me narrow readings I select as well for each section.
• Class Policy Changes:
  • Clarifications for Late Work: First of all, I don’t assign late work penalties. Minor assignments have due dates, with a reminder to submit by a final closing date. Major assignments will now have an initial due date and a feedback deadline (usually 3-4 days later for 8-week courses and 5-7 days for full semester courses). The feedback deadline refers to the deadline to receive feedback, including document comments, rubric notes, and rubric grade, plus have the option to revise and resubmit at the end of the semester. Closing deadline means the assignment only receives the rubric score and will not be accepted after closing date and cannot be resubmitted at the end of the semester.
  • Class Decorum and Participation Expectations: I’ve updated this section to remind students that we approach topics or texts discussed in class with an open mind to evaluate as an argument (e.g., claim, evidence provided, etc.) in an academic setting. Assignments are expected to reflect an academic purpose and need appropriate academically credible support.
• Journaling: I have required journaling every semester as a way to write every day we meet. I shifted from online responses to a paper journal three semesters ago. After listening to Kelly Gallagher at NCTE in November, I’m adjusting how I “collect” and credit their responses. I’ll have them choose one to submit with reflection that I will review every 3-4 weeks. I’m still thinking about them doing a video to share and reflect. More to come later.

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