(this post can be skipped if you're already clear of the difference...)So ends week five of the new job and week four with students, aka: school daze(d). Since we last visited with our protagonist, she was finding her way around the building, into the classroom, the clinical lab, and continued to have a puzzled--but pleasant--look on her face.
Two weeks later, 'mid-quarter' is looming and life progresses. I am still slower than skaditch but my cruising speed is gradually increasing. I'm nearing 80% accuracy with name recall of 72 students. I've met with my newly assigned 'mentor' and so far have not forgotten my lunch. The puzzled look no doubt has continued but most students now greet me pleasantly--& I consider it a plus that they do not run in the opposite direction when I approach!
I just this week received my assigned list of 'advisees' for the remainder of this quarter and also the next. That translates into twenty-two individuals (ten in the full-time class and twelve in the part-time class) that will begin meeting with me next week for 'mid-quarter evals' & then will be assigned with me in the clinical setting next quarter (for the full timers)--part timers will still be with me in the lab. This is the watershed time of the program for some students: it is nearing the time it becomes statistically impossible to pull out of a stall of poor grades--thus preventing them from progressing to the next quarter. That forces the conversation of withdrawing from the program and deciding if the exit should be orchestrated such that an option remains to return next year or after. *sigh* It's a sad reality--as I can honestly say every student is giving their all. It's just that in some situations it's just not enough to want it to succeed. The final verdict is not in for all of them, but it adds a serious tension to the weekly exams. I respect them all: it's a grueling schedule. As I learn more in the 'program planning' phase of my job responsibilities, it's clear things become more challenging next quarter as we pass out of 'fundamentals' & delve deeper into specific areas. I am 'relearning' many topics & am occasionally surprised to find some texts make topics more complicated than necessary for students.
Lest we think otherwise, though, I think it should remain clear that treading water with tasks is mostly accurate. Many miles aways from 'hitting my stride' but I can now imagine that could be possible. It is accurate to say: I really like it! I enjoy the challenges. I love seeing a light bulb fire up over someone's head, or the look of accomplishment that replaces the look of worry when a clinical task is 'passed' in the lab. I can't yet imagine how many cycles of certain tasks need to be repeated before they feel 'usual'--but I'm hoping that this time next year, I can anticipate the next step before it comes hunting for me.
I mentioned a mentor. That's a nice option offered to new staff: someone outside of your department volunteers to meet with you periodically to offer support, answer questions, smile & listen. Very helpful! I've also met with my Tenure Committee--which has helped to demystify the process. Two years from now will be the beginning of final decision-making--so it's not quite a three year process but more than two. I've been reassured that one would know well before that time if there is Trouble in Rivercity. (I can only hope!) There will be a quarterly meeting, following quarterly observation visits to the classroom--and later to the clinical sites.
So--my fellow students of life: here's to life-long learning! Trying to teach the concept is certainly enhanced by the fact that "I R One!". More later...
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