Category: teaching

extreme closeup of boxer dog

I have selected my theme for my writing course for the fall of 2025. Each semester I’ve taught the class since 2002, I’ve tried to pick a different theme for my students to research and write about. I can’t say that I’ve never repeated themes, but I always try to think up something different. This semester, I intend for my students to study the biology of Canis familiaris, the dog.

I’ve always tried to select something I don’t know much about. It allows the students to be the experts. And it prevents me from becoming too directive (which happens all too often when I already too much about the subject). It also keeps the course fresh for me and has let me learn a vast amount of biology over the years.

Some themes have worked better than others. Students tend to be strongly biased toward animals, so although I’ve been very pleased with the semesters we studied plants or fungi, students were often less satisfied. I’ve generally shied away from vertebrates, simply because there are a lot of practical and regulatory complications for conducting research on them. So we’ve studied planarians, tardigrades, terrestrial gastropods, worms, millipedes, wood lice, spiders, and many types of insects, which has usually made students happy. (They didn’t like the semester we studied cockroaches, tho. Go figure.) But dogs will be something new.

My thinking was undoubtedly influenced by the excellent panel on dogs I participated on at Worldcon. There’s a wonderfully rich literature about dogs that students can dig into. The real question will be, what kinds of research projects can students propose and conduct? My course asks students to write a proposal — preferably about something they could actually do — and then to select a proposal to actually undertake as a research project.

I encourage students to follow their interests. If they’re genuinely interested in some topic that we can’t actually do, they’re welcome to write it up as a proposal. I often use the example of studying the biology of Mars. We don’t have the resources or time to visit Mars to conduct a project. But that shouldn’t stop them from proposing that, if that’s really what they want to do. It’s typically more fun to pitch something we can actually do. And it’s fun when your idea gets chosen by the class for a whole course research project.

I don’t require that the whole course pick just one project. Each group can choose to do their own proposal or any of the other proposals. Or something different altogether, if something more interesting has occurred to them. But it does sometimes happen organically, that one proposal rises to the top and everyone coordinates to conduct 8 or 9 projects all centered around a single proposal.

I wonder what kinds of projects the students will propose. I think there’s a lot we can do. We could observe dogs at local dog parks. Or simply by walking downtown. Some students will undoubtedly have pets. Or we could look for evidence of dogs in the environment.

Before we write proposals, I have the students perform a “METHODS Project” where they make a multi-panel figure that relates to the theme to get them thinking about the kinds of data they might collect. This year, I’ll ask them to collect photographic evidence of the presence of a dog in the local environment. The challenge for this project is how to collect data that is replicable: Can they think of something to photograph that another student can reliably also document? I can think of a few ideas, but it’s tricky. I’ll enjoy seeing what they come up with.

I’m always happy when I come up with an idea that I’m excited about and that I think the students will also enjoy. I think this is going to be a winner. Now I just need to come up with one more idea for next semester, which will be the very last time I ever teach this class.

June was super busy, with the Nebula Conference and the two Pride bookselling events. July looks to be quieter. There are a bunch of events I could have attended, but I’m currently only scheduled to go to Readercon. Look for me in the dealer room where I will, again, be running the tables for Water Dragon and Small Publishing in a Big Universe.

If you’re an author planning to attend Readercon and you don’t have a place to sell books, there is probably still time to request a spot at the Small Publishing in a Big Universe table. It costs very little and gives you a place to tell people to buy your books. Plus you can stand behind the table yourself to meet with readers and sign copies. It doesn’t work so well for authors who are not in attendance but, if you’re there in person, you can really make a lot of sales that way.

I was so busy in June, I didn’t get much writing done at all. Some people can snatch moments here and there to write. For me that can work alright for the little story fragments that I write for #wss366, but it doesn’t work for making progress on my serious writing projects. I did, finally, get back to writing in the past week and wrote the final, climactic scene of one of the storylines in The Ground Never Lies. I had been putting it off for months. Now I only have one or two world-building scenes left to write and then I can try to merge the two storylines. After that, I hope to pass it off to my trusty beta readers to see if the whole thing hangs together. It will need a lot of revising, but July should be perfect for that.

In August, I will be attending Worldcon in Seattle. The schedule has not been finalized, but my draft schedule looks great. I’m currently scheduled for seven panels (serving as moderator on one) and a reading. The reading is from my forthcoming book A Familiar Problem which has been delayed since January. I’m really hopeful it will be out in time for Worldcon. (Of course, I also really hoped it would be out for Boskone and Watch City and the Nebula Conference and Readercon, but… Well… Sigh…)

I finally bought our plane tickets. The most convenient airport for us is Bradley, in between Hartford and Springfield. It’s nice because it’s a somewhat smaller airport and only half the distance to Boston. But Boston tends to have more direct flights. When I fly to Europe, I’ve usually flown out of Boston. I did a search and found that there were no non-stop flights to Seattle from Bradley. There were two from Boston. When I checked, however, they were operated by Alaska Airlines and the cost was nearly twice as much as having one stop. So, we’re flying out of Bradley.

After Worldcon, I will be busy with family and then getting ready for the fall. The fall… Sigh… I have to teach the writing class two more times (in Fall and Spring) and then I will finally be able to retire and be done with working. Then I can dedicate myself to writing full time. I’m really glad I did the phased retirement, but I’m looking forward to wrapping it up.

This semester, my writing students are studying lichens. Mostly not by choice, but because every semester I try to pick a different theme for my students to study and this semester seemed like a lichen kind of semester. To be fair, the students have been good sports, gamely looking at lichens and thinking deeply about how to study them.

On campus, there are lichens pretty much everywhere: on trees, rocks, buildings, light poles, benches, etc. But mostly not on the ground. Lichens get excluded anyplace where plants can grow well, so you generally only see them on very poor soil. But there are a few places in the region like that. One of them is the Montague Plains.

The Montague Plains are a delta where water from the glaciers flowed into glacial Lake Hitchcock during the last ice age. When a stream flows into a body of water, it creates a triangular (delta) shaped structure with sorted sediments: the gravel drops out first and then the sand. The silt stays suspended, but settles out on lake bed during the winter, producing varved clays. So most of the the delta is just sandy. Very sandy soil is tough for plants to grow on. It tends to be very well drained (i.e. dry) and there’s little organic matter, so few nutrients. And nothing for fungi to grow on, so few mycorrhizal relationships to help plants.

Few plants grow there. Some sparse grasses and trees, mostly pitch pine and scrub oak. Moreover, there tend be frequent fires, which end up burning off most of the organic material that might otherwise accumulate in the soil. So this is a recipe for lichens to grow. You have to look under the grass, leaves, and pine needles to find them, but they’re there.

It’s probably too far for any of the students groups to study there this semester. But I thought I’d stop by to take a few pictures to share with them anyway. Moreover, I always like visiting places with interesting geomorphology and botany to help me write fiction.