For the first time in my life, I spoke about my research in class. This means that instead of delivering the simplified, watered-down version, I actually spoke in my “research voice” and at the level at which I conduct the research. I wasn’t planning to do it but then students started asking really profound questions, and I couldn’t resist.
This was a strangely exhilarating experience. Since this class, I have already received emails of gratitude from 3 different students. Usually, nobody thanks me for specific lectures, so this is a first. One student told me that this was the best lecture he ever heard in his life.
This is a singular occurrence because there is always the issue of linguistic competence which stands as a barrier between me and the possibility to deliver such material more often. And, of course, there is the issue of students expecting lists of things they can memorize. My lectures are always exciting and informative (seriously, you should read my student evaluations) but they are never actually at the level of the research I conduct. Because the research cannot be reduced to a bullet-point list.
The only other time I tried teaching at the level of my research was in a graduate course back at Cornell. That single lecture led 23 students out of 29 to drop the course instantly. So I never repeated the experiment.
Maybe I need to talk to this group about the nation-state before the semester ends and I never get such another opportunity.