Co-teach 4
It’s been a while since I’ve logged a journal entry on this forum, despite all thought-provoking and inspiring conversations we’ve had after almost every class session. It’s funny how much slower the practice of journaling can be when attempting to capture and articulate one’s thoughts, just by virtue of becoming public knowledge. I know this is an experiment on both our parts, but in real time, it’s tough not to overthink it, so thanks for your patience.
Co-teach 3
One week down and my mind is already spinning. For today’s reflection, I thought I’d raise a small question that has come to mind over our first few classes: what is truth? In preparing for this course, we’ve returned many times to the indispensable role of narrative and storytelling to both of our professions. Whether the words in a legal opinion or the images in a design project, we are trying to communicate and translate ideas to an audience—usually multiple audiences. But of course we make interpretative decisions in what we choose to represent and how we choose to represent it.
Co-teach 2
I’m right there with you; as we continue to fine-tune the details of our course content, I am constantly intrigued by the breadth of compromise that goes beyond our pedagogical styles. Among many other things, I have found that being honest and extending patience towards each other to be key attributes to unlocking surprising possibilities. I still remember all the questions I had after reading the "Abdullah v. County of St. Louis" case—none of which actually had anything to do with the content of the case: What do the different symbols mean, Should I pay extra attention to the text in red, Why are there so many levels of hierarchy at play? The discussion that ensured could have gone 10 different ways including showing me how I should read a case, but instead, we slowed things down, took the case apart step-by-step and you met me where I was. Eventually, we walked away with multiple viewpoints on how we perceived the opinion, consequently inspiring our first assignment.
Co-teach 1
As we have started planning this course, I’m already seeing the levels of complexity and negotiation that real interdisciplinary work requires: learning from one another, adjusting our expectations, and opening ourselves to surprises and unforeseen opportunities. When we began talking about this course, I envisioned that we might cover 20-30 cases over the course of the semester. I think we are down to 6 cases, and I keep thinking to myself: “there isn’t much reading in this class.” On the other hand, if I am honest with you, the design component of this class terrifies me. I have no idea what to expect, or how to understand it—let alone teach it to students…