We’re on fly time now, boys and girls

My new regime begins today, and it’s one of the awkwardnesses of teaching a fly genetics lab. Mere human schedules don’t work; I informed the students from the very beginning that we’re going to be at the mercy of the flies’ schedule, and they have a roughly 9 day generation time, which doesn’t align well with our 7 day class cycle.

So what do we do? The class becomes more of an exercise in independent study. We have the regularly scheduled lab time, which I use to explain where we should be at and what to do in the next week, and then I open up the lab early every morning so they can come in whenever they want. I’m also posting my personal cell phone number on the door so they can call me at any time to come over (it’s not at all far, fortunately) — I’ll be requesting no calls after midnight, though. So starting now, I am on Fly Time and Student Time.

Which means I have to zip over to the lab right now.

Man, it would be handy to have one of those Time Tacos.

Flies have pretty eyes

I made a quick trip to the lab this morning (it’s -25°C! I walked quickly!) to take some fly photos for this week’s genetics lab. The students are doing a simple complementation assay with fly eye colors — can you tell which one is scarlet (st) and which one is brown (bw)? Every year it’s a struggle to get them to recognize even obvious mutations like these, but it’s not the students’ fault. This is their first time working with flies, and it’s easy to get overwhelmed with the alienness of Drosophila.

Me, I’m always impressed with how beautiful their eyelashes are.

Of course, immediately after their glamorous photo shoot, these flies were sacrificed on the altar of the spider gods.

Oh joy, first exam

This week, I gave my first exam of the semester — a take-home, with ten multi-part questions requiring lots of calculations and and statistical tests, and I required that all answers by typed and in a specific format. It was due last night at midnight.

Nobody took the hint. I got 100% on-time submissions, so this morning I’m looking at a big stack of pages of numbers and formulas and explanations and hard work that I have to get evaluated this weekend.

Why didn’t you guys tell me to make it all multiple choice and true/false? I’m blaming you all. You need to come to my house and grade them for me.

Last 3 weeks!

The end is in sight! I’ve laid out all my lectures for this final part of my cell biology course.

  • This week: cell signaling.
  • Next week: multicellularity and cell motility.
  • Final week: cell origins.

It may seem weird to end the semester trying to answer where cells come from, but I’ve found that they need to know a lot of basic stuff about chemistry and metabolism before it all makes sense.

Now that I’ve got complete plans for the remainder of the course content, I can focus on just grading, my least favorite part of teaching, which means that now on top of sky-high stress levels I get to add nonstop tedium and misery. At least class itself should be fine! Maybe I should just stop handing out assignments so the work doesn’t pile up.

Next, though, a take-home exam comes due tomorrow, and I have vowed to get it completely graded by Friday. The nightmare continues.

I thought enrollments were supposed to be down?

Yikes. It’s the first day of spring term registration, first thing in the morning, and my genetics class is already full…plus I’m giving a few students permission to take it beyond capacity (I’m splitting all the labs to meet pandemic requirements).

Spring: all the anxiety and overwork of the fall, only with crappier weather. They better cure this pandemic soon, or I may keel over from the stress.

Oh, wait. Pandemics don’t happen anymore.

Well, if a Harvard Professor says so, it must be true.

Another perk for my Patreon patrons

For patrons only, I’m going to post the YouTube videos I’m doing for my courses during this period of isolation. Note that these are rough, I’m not doing any fancy editing at all, and abbreviated. I’m aiming too keep them under 15 minutes, and then they are supplemented by discussion sessions on Zoom…and by the textbook, of course.

I have to whip out a couple of these every week so when I say rough, I mean rough — they’re just recordings of Keynote presentations. Normally I’d hope to be interacting with students and handling questions and throwing out problems to solve, and these 10-15 minute summaries would expand out to an hour, but we gotta do what we gotta do during this pandemic.

I may have made a small mistake

In my struggle to get my classes back on track as quickly as possible after spring break, I wanted to get everyone thinking and focused again, so…

  • In my intro class, I assigned a set of homework problems, due on 30 March.
  • In my intro class, I gave a take-home exam on Friday, due on 30 March.
  • In my genetics class, I assigned a set of homework problems, due on 30 March.
  • In my genetics class, I gave a take-home exam on Friday, due on 30 March.

They were supposed to send them to me by email.

Today, you may notice, is 30 March.

I opened my inbox this morning, and recoiled in horror. So many of my students were industrious and on the ball and possibly bored out of their minds, so they got everything done early. There are others who are still working on them, so I expect even more to trickle in during the course of the day.

The next exams are staggered a bit, at least, but I should have done that this time. The shock of the sudden isolation event just put everything in sync.

All plans fail

But usually not this spectacularly. I’m teaching two courses this term, and had to throw out the syllabus and juggle everything around, so I’m going to be feeding them lectures on YouTube, adjusting the grading, etc., and have just now finished posting summaries to the students online.

Fundamentals of Genetics, Evolution, and Development:

Genetics:

Those two videos lay out pretty much the same thing. The major difference is that genetics has a lab, and no, you can’t come in and do experiments. Even I have been told I can’t! So instead, I’m pulling up old data from previous years, and I’m presenting that to them as an exercise in analysis and summarizing an experiment.

This is no fun, but at least I’m getting a grip on how to carry on.

No plan survives contact with the enemy (or students)

When I first heard that we were going to switch to online classes, my first thought was that this will be a lot of work, but it’ll be easy, mindless work: I’ll just lift everything I do in class and plop it down on the intertubes, and I’ll send stuff home with the students so they can do their lab work there. Straightforward. A nuisance, but no, I don’t need to change my approach at all.

That lasted about 24 hours, and then I took the radical step of talking to my students. First casualty: nope, no way am I going to raise flies in my house.

Then I learned that some of my students get online routinely…but through their phone or campus computer labs. I’m sitting here in my home office with two big monitors and a fast internet connection, they might be only getting online intermittently and peering at it through a tiny screen. Whoops, no big productions of my hour-long lectures. No required online sessions.

So, today, I rethink and refocus. I’m going back to the syllabus and figuring out exactly what concepts I have to get across to the students to prepare them for the next course in the curriculum (for introductory biology) or grad school/professional life/existence as an informed citizen (for genetics). I have to deliver those concepts to the student who has minimal internet access.

That means — oh no — I have to rely much, much more on the textbook. I have to be the guide, rather than the source, of the information. I can’t expect the students to absorb knowledge on a schedule, but instead, have to point them to information and tell them what my expectations are, and give them the freedom to meet them on a flexible schedule.

It’s a lot of compromises and not entirely satisfactory, and I look forward to someday returning to the normal world where students and I actually see and interact with each other in person. Until then, though, I have to make sure the goals of my courses are reached, somehow.

This is my life for a while, isn’t it?

I just got out of class, which was part explaining science, and part negotiating how we’re going to continue from here to the end of the semester. The students had questions, I have questions, and we have relatively few answers.

Next up, I’m coordinating a biology faculty meeting which may get eaten up with addressing the multiple questions we’re going to have about how to suddenly switch to teaching online. We’ll have questions, I hope we have some answers.

Then I’m teaching a lab, which will be very short, because I’m just going to abort the experiment we were about to start and tell them we’re going to switch to me doing online demos and getting results, which they’ll have to analyze and interpret.

Finally, I’m just going to lie down. I didn’t get much sleep last night, trying to figure out how I’m going to have to revamp everything in both my classes. I expect I’ll be spending spring break trying to cope with this headache.