I’ve recently (within the last year and a half) taken to the idea of handouts. Real, printed, paper handouts. I almost never list specific resources on those handouts, though, since I save that kind of thing for the online guide that goes with each class (unless I have a good reason to think the class will want a paper cheat-sheet). That kind of handout works well with some teachers and some students, but I’ve never been able to pull it off to my satisfaction. Instead I create what I’ve affectionately termed “subversive handouts.”
Before you get too worried, I should say that the name came from my very first incarnation of this thing and is no longer an accurate description of the genre. I’d been asked one too many times to do an “everything the class will need to know about research in 10-15 minutes, please” session. All efforts to get more time failed, so instead I paired the class down to the two small tasks that I thought the students would need most… and I created my very first subversive handout. This listed the two things they’d learn that day at the top, continued with a lengthy list of catchy and interesting/important sounding skills they could ask me about later, and concluded with my contact information and the URL for my calendar at the bottom.
The idea was threefold:
1) Students would still get a little concrete information and a chance to see my face (invaluable if they’re supposed to come make individual appointments with me later).
2) They’d have their imaginations jogged about the kinds of things they didn’t know were possible, or the skills they didn’t know they needed to learn.
3) The professor would see that “everything they need to know” encompassed a whole lot more than the library catalog and finding journal articles. And I won’t lie; in this original case, this third point was the most important to me.
And you know what? It worked. I ended up staying 15 minutes past time as the professor and students asked me questions off of that handout during class time. That meant I had effectively doubled my face-to-face time for with that class, and everyone was engaged and asking questions.
Since then I’ve used the “Here’s what we learned today… Here’s what you can ask me about any time… Here’s how you can get help…” handout in many, many classes. And while they’re useful for lots of kinds of classes, they’re particularly good for two kinds of sessions: those like the one I described above, and those where the professors know full well that the primary goal of a short session is to introduce their students to me so that the students will be more likely to come see me with their research conundrums later. And my original experience of having professors and students alike ask questions from the handout while still in class has held true of almost every session for which I’ve created one of these. (Here’s an example of one I created for English major thesis students.)
Even though I almost never create these handouts with the primary goal of educating the professor any more, the name has stuck. It’s just so fun to knuckle down to the task of creating a handout and be able to rub my fingers together and imagine myself scheming minor subversion. (Imagine shifty eyes and a monologue populated with mutterings such as “They didn’t know they’d want to know about THIS…. Mwa-ha-ha-ha.”) This little bit of fiction is all it takes to make a mundane task feel interesting every single time. Which I suppose means that I’m easily amused.