Mid-Semester Evaluations: What's Working? What Needs Working On?

I have really loved this class so far - as we said when we were talking about "playfulness" in Harraway's chapters, this class is the closest we really get to academic "playtime." I think the flow of our classes has been really good. In large group discussions, the small class size and energy of the group gets us hearing lots of different voices (this is particularly fun when we do "barometer" exercises), which is really wonderful. Also I've enjoyed when we break into small groups briefly, because it really gives us a chance to delve deeply into small ideas and it allows for "divergent thinking" in many ways, since in small groups we can really take the conversation where we want and I've found that to be really fun and fruitful. I have also really enjoyed the readings we've done so far - I think they've done a good job of poking and prodding our brains and making us ask new questions. I especially enjoyed reading "The Hungry Tide," though I found reading a novel in the midst of writing midterm papers (for this class and others) to be quite a challenge - truthfully I didn't finish the novel before break because I was so crunched for time, but I spent my time over break finishing it and loved it. So maybe one thing for the future that would be helpful is having a tad less reading (however fun it may be!) the week papers are due - I don't know how feasible that is, but just a thought!

On the subject of papers, I've been cruising serendip and glancing at other people's papers, and when I saw Abby's awesome experiment of a "paper," it made me realize one of the things I'm struggling the most with in this class: truly embracing and enacting ecological practices in this academic classroom setting. I would never have thought to completely upset the notion of an academic paper, because as much as we talk about how to be ecological (in academia and otherwise), we still are an academic class and I think deep down that's how I can't help but view the course. I don't know what I'm asking for, but I would love somehow to have an opportunity to put into practice the things we've talked about for flipping the typical structure of an academic course or an academic paper on its head. I think part of me is constantly scared that if I tried to do that on my own in place of a paper or something, I will "take it too far" or "jumble things up too much," and that in the end it would "impact my grade poorly," which I know I shouldn't be feeling because that's not the point of this course, grades are useless in the rest of the world, and none of that is ecological. I guess what I'm looking for is an opportunity TO take it too far or jumble it up too much - something to make me NOT feel that subconcious worry and for a moment to REALLY attempt to be ecological in this class. I know that is all really vague and I honestly don't have a concrete idea for that yet, but I will keep thinking, and if anyone else has any ideas, please chime in!

I have truly enjoyed being a part of this class so far. I think, in part, that is because Ecological Imaginings is not at all like I expected it to be. When we are discussing readings in class, I don’t typically feel forced to perceive or understand a text in the same way that Anne or other classmates might, but conversation is nonetheless carried out in a way that leaves space for evolving ideas and interpretations, and that is something I really appreciate. I should also note that like being able to refer to the class discussion notes that Anne posts on Serendip before every class. I typically read them over just before class so I can anticipate what we will focus on in discussion and to get my mind in the right place. Although we may not stick to the notes straight from beginning to end because the class is compelled to pursue different subjects of conversation, I think having a guide there is helpful.

I noticed that Maddie mentioned she had found the Friday site sit postings bothersome at times because by Friday afternoon she wanted to be done with work. I have a similar feeling about the Monday postings. Of course, I think they are effective and we should definitely continue to do them. I personally find them tedious because 1) it’s Monday, and 2) we usually have to post about readings and I am honestly a last minute reader, so I’ll be trying to power through a reading just a short while before the posting is due. I know that's something I personally need to work on though.

Overall, I think taking this class has really taught me something about the importance of the class structure and community. Discussing and addressing the cohesiveness of a class community is relevant and effective, I’ve realized.

I can honestly say tht I am really enjoying this class because it is not what I was expecting an English class to be like. I really like the discussion aspect of the class and how everyone is involved and how everyone's participation is encouraged. In discussion classes, I thought I would fear not saying the right answer, but I don't feel that fear in this classroom which could either be a result of me becoming more comfortable with discussing readings or just the nature of how this class, in particular, functions.

With the readings, I think I prefered the first halfquarter readings. They were short, but meaty and left more time for me to reflect on them. With the books, I found myself trying to finish the whole thing, but I wasn't able to draw a conclusion around what I read because it was so lengthy. This was the case with The Hungry Tide, not really with Coetzee. 

I really like the pace of class and how there's not a single wasted moment. There's always something happening. I also really liked the first web event, because I was able to apply it to an experience that I had and create a plan using the readings. The second web-event was a little harder for me. I think it was a little bit of the pressure to come up with my own topic and it was more analytic than the first web event. It was less using the text (like the first web event) as a backup, and more of a reading into it, something that I know I really need to improve on and learn how to do better. 

I like the site sits! I want some variety, but I do understand why we are sitting at the same site.

Overall, I'm really happy I decided to take this course. I've learned not only from the readings, but also, like Celeste described, I have been able to learn alot about how class structure and the community created within it can affect the learning experience.

I don't want to sound like a broken record, but I too feel like I've flourished in the class in ways that a conventional classroom setting wouldn't allow me to do. I continue feeling that this class has opened up for explorations and movement in ways that classroom settings often shut out. In Paulo Friere's words, the classroom dynamics and our texts feel less like "depository" teaching and more like an interrogative, question-based exploratory one. Our in-class discussions are open and dynamic, though not without enough structure to guide what direction we should head in. Exploring questions without determined answers—very relevant in an ecologically-concerned course—is an undervalued mode of thinking creatively and critically. It's in asking questions about the way things "are" as well as the way things "become" that we are enlivened to change. I can't restate enough how much I appreciate this dynamic and more fluid way of interacting with the ideas we encounter. As it warms up (it'll be pretty warm tomorrow!), I'd love to try getting out of the classroom, having class outside, "field" trips into different areas, anything to get out of what feels like a neat-and-tidy classroom space. Site sits are fantastic ways of reflecting individually, but it's even more seldom that we come together to observe and think about the world in a collective space. The world is not neat, sterile, unchanging, nor tidy—maybe our class-spaces should reflect this? (Our barometer sessions certainly do...)

As others have said before me, I do like the wide range of possibility in our web-events, though I often find myself stuck in a funky limbo between conventional academic paper mode and some stab at something unconventional. I think it's largely up to me to venture into new terrain with my web-events, to do some experimenting with conveying ideas and experiences. At the same time, I have a strong pull to ground the theories and complexities we learn in the classroom in a direct, worldly application that stems beyond academic circles (like extending Haraway to not just theorize about dog training, but actually do it). I think I need to trust physicalized experiences and metaphors (personal or imagined) to illustrate points better and spin stories/make art/create something informed by theoretical explorations.

For me, this class has bridged unconventional and conventional in a way that is very productive for me. I'm very much invested in the ways that we have engaged with the texts. The day that we took sections and split up to really focus on specific passages and make larger points was really helpful to me. I also love the barometer discussions that we have, I feel vey much engaged in our classroom. Site-Sits are a weird thing. I want to like them a lot, but I don't unless we are also engaging with each other. Geocaching is great, it was the perfect thing to get back energized into being interested in site sitting. I think it'd be really cool to rotate site sits, so we all get to geocache with each other. 

I feel like I am learning a lot in this class, and have semi coherent thoughts about my role in the classroom. But I definitely see myself getting more confident every day. 

            I think it would be nice if we delved into texts more. I would like to use more quotes and talk more about writing styles and the intentions of the writers. I think all of us, me included should use more of the text to support our assertions. I think it would be interesting if one person had to research the background on the author of the text we read for class that day.

            I would like to listen more and think of more intriguing, stretching questions.

            I have really enjoyed the creative kinds of discussions we’ve been having from fishbowl to locating our opinions. Anne is constantly complicating and questioning our ideas. Sometimes I find myself making broad, obvious statements and Anne pushes me to be more precise and explain myself more clearly. I feel that I come into this class with partly-formed ideas and leave with questions.

            I would like to meet outside more and especially because this is my first year, I would like for our meeting places to be an opportunity for me to explore more of the campus. I think we should challenge each other more and stretch the boundaries of this comfortable class. I appreciate the honesty and openness that people bring to the classroom. In some ways, I appreciate that we tend to agree with each other, because I am excited to learn with people who think in many of the ways I do and question these unequal and damaging systems we are entangled in, but I also want to interrogate my own assumptions and sometimes this is difficult in this setting.

            I appreciate the way the class is structured: first locating ourselves and identities, then exploring the language we use to talk about our surroundings, and then beginning to delve into ecofeminism. I have thoroughly enjoyed researching, creating, and critiquing every one of my web events. Though Anne’s lack of instruction was difficult for me and honestly made me nervous, I have come to appreciate the range of ways I can complete an assignment. The refreshing depth and entangling identities that have been brought out during this class is the reason I show up every day.

            I am frustrated with this overwhelming feeling of hopelessness in our classroom. Instead of seeing the idea of exploring our interconnections and multi-faceted beings as opportunities, people seem to see it as a perpetuating cycle of destruction.

            I would have liked to have been more involved in our larger communities, either working with a no-profit environmental activism group or I would like to visit an energy facility.