Prof-like Substance had an interesting post on teaching while on the TT at a research university. I am late to the discussion, since life has been kicking my ass lately, but I left a lengthy comment there that I decided should be a post on its own.
My first time teaching a large undergrad course was pretty demoralizing. The second time through was much better, and not just because I did a better job with more experience. The first time through, I had to spend a lot of time on prep and course mechanics. The second time through, I spent a lot less total time on the course, and a lot more of the time I did spend on stuff I found more interesting (how to convey my enthusiasm for science, how to incorporate modern research into a course on fundamentals discovered a long time ago, finding relevant short demo videos, etc). My students really enjoyed the videos a lot, and I was really happy to discover that there were a core group of students who got really excited that this required course turned out to be somewhat interesting, and let that 5-10% or so give me energy to deal with the 90+% who don't care at all about the material.
I want to be a good teacher for myself, and to fulfill my obligations to my students. I do what I can in the time I can allot to it, just as I budget my time in the other aspects of my job. I agree that as a TT prof, I can’t afford to spend the time to become truly outstanding in the classroom. To be honest, I am not that interested in being truly outstanding, otherwise I would be at a different type of institution. Students who want a truly outstanding classroom experience don’t (or at least shouldn’t) come to research universities in the first place. My undergrad course has 200 students in it for me and one TA to work with. There is no way to have a meaningful interaction with that many people.
I do the best I can to inspire the students I have, and I cheer for the small victories (the student who switches majors to my subject after my course, the students who come looking for research opportunities, the students who I have great conversations with about the implications of the material we cover in class). I try to let the demoralizing parts and the “is this on the exam” kids roll off of me. Good luck–it is a hard thing to balance, and you are not alone in struggling with it.
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