
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.