Lost and Found
The gym’s lost and found
Table evokes mystery:
Lonely socks, shoes, gloves?
Textbooks? Earbuds? Underwear?
No rink, but two hockey skates?
When the family
Is all in bed, I turn on
The dishwasher and
Enjoy its clanky sloshing
I need a cat for my lap
What is that strange clank?
The chain shouldn’t droop like that
YouTube, hear my prayers
Well, that doesn’t seem too hard
Didn’t even need a beer
I doan tink I sound
Much like a Yooper no more
But hearing a good
Strong Copper Country accent,
I can feel it in my mouth.
(Inspired by Kristin Ojaniemi’s gorgeous, thought-provoking documentary about hunting camps in the western U.P., UP a River.)
Fun with deafness today:
At the gym I heard someone
Yell “Jane! Jane! Jane! Jane!”
Actually, batting practice:
Baseballs struck by metal bats.
Fat Pursuit 2017 (part I): the first part of my race report on the Fat Pursuit
Fat Pursuit 2017 (part II): the rest of the race report on the Fat Pursuit
Fat Pursuit Numbers: some facts and figures on the Fat Pursuit
Fat Pursuit Bike, Gear, and Kit: a look at the clothing and equipment used at the Fat Pursuit
Arrowhead IV – Fast Until It Wasn’t: my race report on the Arrowhead 135
Ultra Effects, or Putting the Hell Back in Health: musings on the physical effects of racing
I don’t know what Muir thought of Yellowstone and the Tetons, but I bet he’d have found the Island Park area interesting: like Yellowstone, it’s got a fascinating geological history. For instance, Big Spring, near the northern end of Island Park, is indeed a big spring – one of the biggest in the world – and gives rise to Henry’s Fork of the Snake River.
More dramatically, the entire area occupies the floor of two nested caldera – collapsed volcanoes. The larger Island Park caldera is about the same size as the Yellowstone caldera, part of the supervolcano that – as the Onion jokes – could choose to blow at any minute.
Of course this relates to fatbiking! The Fat Pursuit course skirts the aligned western rims of the Island Park and smaller Henry’s Fork calderas, then runs south to the spot where the Henry’s Fork river drops off the edge of the caldera, forming the two Mesa Falls on its way to the Snake River. The course winds toward the eastern side of the Henry’s Fork caldera, climbing along its edge before dropping back down away from the rim to our first checkpoint. There the course starts to run north, climbing out of the Henry’s Fork again and then out of the Island Park caldera too on the way to our second checkpoint. Later, after the third checkpoint, the course bumps up and over the the rims again, just a few miles from the finish.
I doubt I’ll have the wherewithal (or the daylight) to notice these various encounters with the race’s geology, not maybe I can pick a few of the details up on the drive to the start in Thursday. And I’ll certainly hope that the super volcano doesn’t erupt while I’m riding in the race. That would almost certainly melt my bike and prevent me from racing the way I’d like.
Being someone who makes a living with words, I’m very happy to see that my girls are word-lovers and lovers of manipulating words, too. Tonight was classic: I spent a half hour quizzing Julia for the middle-school spelling bee tomorrow night (she’s so nervous! so excited!) – infrastructure, esoteric, boycott, kaftan – and later fifteen minutes giving Vivi “hard words” to look up in the dictionary she got for Christmas: hibernal, speculative, theoretical, paschal, vernal…
Tonight I filed my final grades for the online history course I taught this fall at Metropolitan State University, a public commuter school based in St. Paul, Minnesota. Owing to their administrative chaos and budget cuts and to my own lack of time (energy, interest…), this is probably the last course I’ll teach for them, and thus probably the last course I’ll ever teach.
I can’t say that I’ll miss teaching, really, but it’s been a good run. I started my history-teaching career in 1999 by serving as a teaching assistant while in grad school at Northwestern. Altogether, I served as a TA in three courses and taught one of my own in 1999 and 2000. No “teaching” I’ve ever done was more terrifying than that first lecture delivered as a TA to a giant auditorium full of undergrads.
After Shannon and I moved back to Minnesota for her first post-grad school job, I taught at least four classes (or was it six?) at the University of St. Thomas in St. Paul in 2001-2002, while simultaneously working on my dissertation. The first meeting of my first class at St. Thomas was postponed because of 9/11. I commuted to that job from our apartment in the western suburbs – my only real experience with hard-core car commuting. (#hatedit)
When my one-year contract at St. Thomas ended, I signed on to teach history courses with Metro State – always only one per term, and always one of two or three U.S. history survey courses. I was by then working full-time in an academic support job at a different university in Minneapolis while finishing my dissertation. At first I taught “bricks and mortar” courses in the evening at Metro State’s branch campus in Minneapolis – four courses from fall 2003 to summer 2005. I remember waiting amidst the bar-hoppers on Hennepin for my bus back home – first a late express (or was it a ride from Shannon?) out to the ‘burbs, then, after we moved into the city, a local to our new house.
When I took my new job at Carleton in 2005, we saw that we (Shannon and baby Julia and I) would need to move to Northfield, so I volunteered to help launch the department’s online courses. I developed online versions of two of my courses: a global history of World War II and U.S. history since 1865 through the lens of science and technology.
These, I’ve been teaching in rotation ever since – spring, summer, and fall, year in and year out, with the occasional term off. All together, I’ve taught them 25 times: 12 editions of the World War II course (which I really liked) and 13 editions of the U.S. survey (which no). Though I never learned to love the online format, and never had the time to master it, I think I did some good teaching – as good as I could while also adjusting to and getting good at a new full-time job, starting and adding to a family, moving to and getting settled in a new community, and getting hooked on bikes.
My Metro State students were fascinating. About half of each course’s enrollees were “traditional age” undergrads – say, 18 to 25. The other half were adults who were “finishing their degrees,” often years after starting them. Once, I taught someone who had served in the Korean War, and I had numerous Baby Boomers who offered their first-hand perspectives on the historical events, people, and trends we were studying.
Though most of my students lived in the Twin Cities or at least in Minnesota, a few every term were doing the course from elsewhere in the country or the world, including a few soldiers in some very remote locations. True to Minnesota, I had a lot of Andersons, Olson, Carlsons, and Larsons as well as many Hmong and Somali students – though, interestingly, very few Latino/a students. In one course, I had three Hmong women with exactly the same names – first and last (They were unrelated.) Regardless of background, virtually all of my students were working full-time while engaged with the courses, so we had that in common.
Figuring 30 students per course, I’d estimate I’ve taught about a thousand undergrads since my first course at St. Thomas in fall 2001. Yeah, it’s been a good run. I’m not sad to be at the finish line.
We’re eating dinner. I tell the girls that I put up their school pictures in my office and that I love them both. Each girl says she doesn’t really like her photo. I say that’s too bad because they’re great shots.
I ask whether they like the way they look in real life. They both say they do, and I add that I like the way I look too. Julia looks at me incredulously and says, “Well, you obviously have bad judgment there.”