This is a very exciting week for me, but also one that makes me a little nervous. I'm officially starting classes for my PhD in Mathematics Education!
This semester, I'm taking 3 classes - a foundational class in Educational Research, a class in policy/PD/Teacher Prep specific to Math & Science Ed, and a quantitative methods course in R - as well as a 1-credit research seminar to meet with other PhD students & professors. Because of the current state of the pandemic, everything is online except my Educational Research class!
Song of the week: "Into Dust" by In This Moment
Movie of the week: Black Panther (2018)
Biggest challenge this week: An incredibly rich reading on federal educational policy decisions from the 1870s-1890s (Beadie, 2016).
Happiest moment this week: Seeing that Brandy stayed home alone for 4 hours and didn't mess with anything in the apartment!
I'm also teaching a class in statistics for pre-service middle-grade educators (read: mostly middle school teachers-in-training!).
Amidst some other feelings of being overwhelmed and slightly out-of-depth (I'll talk about this next!) this is giving me some comfort & confidence. I've been teaching math for three years now (ten, if you count all the tutoring I've done since high school!) and, particularly coming off of two years of teaching AP Statistics, this is one foot down in familiar turf. Teaching undergraduates on my own is a challenge I think I can rise to.
I will not hide the fact that I'm feeling nervous. I've done about a hundred pages of information-packed readings for my first week of class meetings, and extrapolating from the first few posts I'll probably be reading about another 1,400 before the semester is done. However, I am trying to remind myself of a few things:
I made it this far. My psychology classes in undergrad had me reading papers at a pretty high rate, especially Social Psych & Moral Psych (shout-out to Professor Goodwin for the most thorough experience in academic reading I could have asked for). We didn't read this much, but I have a foundation to build on -- this isn't my first rodeo, I just need to remember old reading/note-taking skills and refine them for higher volume and a new field.
It's worth it. I've already noticed that I'm learning a lot from the readings, and they're helping me make sense of my own experience as a math educator & researcher as I read them (partly because my professors have clearly chosen very carefully-picked articles and chapters). The time put into reading these is significant, but so is the knowledge gained; I have no reason to shirk work or deprioritize this.
I have the time for this. I'm not juggling 90 students, classroom behavioral expectations & discipline consequences, administrative emails, coaching, and overseeing clubs this year. I hope to have a lot on my plate between research and classes, but that's the primary focus of my time: the demands of the program, while intense, are all I have to rise outside of my basic survival needs.
I have people to support me. This is making me perhaps the most assured that I can be successful. From my lovely, hardworking, fiancee who always has my back, to my parents and brother who have supported & loved me all my life, to my best man, my groomsmen, my STEP department colleagues and all my other friends who are there for me all the time in various ways, big and small, I know that there are people I can talk to, lean on, and laugh with as I go through this experience. I don't know that I could do this alone; thankfully, I don't have to.