Here are brief descriptions of how I’ve approached courses at Kalamazoo College and Western Michigan University. Following these are student evaluation summaries saved as PDFs. Finally on this page are select student comments, more of which I’ll post soon.
Composition. For Fall 2007 at Kalamazoo College, I devised a First Year Seminar titled “WARNING: GRAPHIC LITERATURE,” and I’ve revised the course twice. What’s remained constant is that we analyze duotextural works representing five genres: fiction, memoir, biography, journalism, and the essay. At Western Michigan University in 2006, I taught first-year composition as a para-journalism and creative nonfiction course with a service-learning component. Centered on the theme of professional careers, our main projects included a reflective essay, a research report, a profile and sidebar, and an oral presentation to fourth-graders at a local arts magnet school.
Creative Writing. At Kalamazoo College I regularly teach Introduction to Creative Writing, dividing the course equally between poetry and fiction. We analyze published work and workshop student writing. I have also led the Creative Nonfiction workshop. From 2002-06 at Western Michigan University I taught Introduction to Creative Writing and several sections of Advanced Fiction.
Editing and Publishing. My editing and publishing classes at Western Michigan were pre-professional, projects-oriented seminars. The first offering, in 2004, was for undergrads, the second, in 2006, for grads and undergrads. We studied the book industry, magazines that feature literary fiction, and small literary journals, and focused on staff roles and responsibilities.
Literature. At Kalamazoo College, in addition to the First Year Seminars and creative writing, I have taught, or will teach in 2009-10, these courses: US Ethnic Literature: “Model Minorityhood”; Jewish Diaspora Literature; The Victorians; Contemporary Fiction; Reading Autobiography; Reading Short Fiction; Reading the Novel; and Reading Poetry. At Western Michigan University I taught introductory Shakespeare in Spring 2006 and Literature and Cultures of the US in Summer 2003. (Unfortunately, summer course evaluations weren’t automatic, and I missed out on the chance to do one then.)
I’m borrowing now from my own narrative on the Kalamazoo College Department of English homepage, but briefly, as a literature professor, I like to focus readings in three directions:
1. theme/meaning
2. contexts (biographical, socio-cultural, historical) and
3. narrative craft (language and structure)
I believe that looking at context or background for a book helps students even the score with all the other readers out there who bring special life experiences or knowledge to reading it. I also try to show the value of writing that avoids abstractions, generalizations, and judgments — that appeals instead to our senses. That conjures up people, places, objects, and actions so we feel physically present. The point, of course, is that well-written, character-based literature lets us live other peoples’ lives vicariously, gain experiences beyond constraints imposed by the physical world or our own society, and relate to other times and cultures.
Course Evaluation Summaries
Introduction to Creative Writing – Spring 2009 – Kalamazoo College
Studies in US Ethnic Literature: “Model Minorityhood”
US Modernism & Postmodernism – Winter 2009 – Kalamazoo College
Reading Poetry – Winter 2009 – Kalamazoo College
Reading Autobiography – Fall 2008 – Kalamazoo College
WARNING: GRAPHIC LITERATURE (First-Year Seminar) – Fall 2008 – Kalamazoo College
Introduction to Creative Writing – Spring 2008 – Kalamazoo College
The Victorians – Spring 2008 – Kalamazoo College
Creative Nonfiction Workshop – Winter 2008 – Kalamazoo College
Introduction to Creative Writing – Winter 2008 – Kalamazoo College
WARNING: GRAPHIC LITERATURE (First-Year Seminar) – Fall 2007 – Kalamazoo College
Reading Autobiography – Fall 2007 – Kalamazoo College
Reading the Novel – Spring 2007 – Kalamazoo College
Contemporary Fiction – Spring 2007 – Kalamazoo College
Reading the Novel – Winter 2007 – Kalamazoo College
Reading Short Fiction – Winter 2007 – Kalamazoo College
Contemporary Fiction – Fall 2006 – Kalamazoo College
Reading Autobiography – Fall 2006 – Kalamazoo College
Editing and Publishing – Fall 2006 – Western Michigan University
Thought and Writing – Fall 2006 – Western Michigan University
Shakespeare – Spring 2006 – Western Michigan University
Advanced Fiction – Fall 2005 – Western Michigan University
Editing and Publishing – Fall 2004 – Western Michigan University
Advanced Fiction – Fall 2003 – Western Michigan University
Introduction to Creative Writing – Fall 2002 – Western Michigan University
Written Comments
I. Western Michigan University, 2002-06:
What are the major strengths and weaknesses of the instructor?
Writing Fiction and Poetry – Fall 2002
In Fall 2002, the question actually was worded: What impresses you most favorably and least favorably about the instructor’s teaching of this class?
“He allows a lot of time for discussion and never shuns someone’s opinion.”
“… this class really pushed my limits but it was in a good way.”
“I was most impressed by the way the instructor encouraged us to take part in class discussions and speak freely.”
“Most favorable — he’s been extremely friendly and helpful, but not only about our work as assignments. Also concerned with making us proud of our own work.”
“Most favorably: his open and honest answers, time availability for us to talk to him about papers, assignments, poems, stories, etc. Good grasp of information.”
“I liked the diverse content of the material and that we were not letter-graded on each assignment. I was not afraid to share my writing with Glenn. This class gave me the encouragement to continue writing.”
“The atmosphere was awesome, very intensive and enjoyable. The assignments were fun and they really improved my writing skills.”
“He offered valuable praise and/or criticism consistently.”
Advanced Fiction Workshop – Fall 2003
“He seems very open to ideas — expresses his views without forcing them on students.”
“He doesn’t tell people what to write about or try to censor stories.”
“Very easy to talk with. Explains what needs to be done.”
“Professor Deutsch is very fair to all his students, despite their different writing abilities. He worked very hard to improve each student’s writing ability.”
“Impressive knowledge of course material. Open to opinions and ideas and students.”
“A major strength of Glenn’s would be his ability to effectively head a class discussion. The class always ran smoothly and coherently.”
“He’s always there to talk and give suggestions in a considerate and professional way.”
“He has a great deal of respect for all of his students. He also has a very open mind and is a good listener.”
“Incredible listener, attentive, prepared, knowledgeable and empathetic.”
“Glenn promotes a great classroom environment. There was never a time when I left without learning something new. He’s accessible and always knows what he’s talking about. This was my favorite class this semester.”
“He did an excellent job addressing the important issues and questions in our writing in a logical way to help us achieve our best, instead of just giving personal opinions.”
Editing & Publishing – Fall 2004
“Glenn is personable, knowledgeable, fun and an awesome guy. One of my favorite teachers here.”
“Obviously has a goal in mind for the class, which is motivating. Personable, empathetic, resourceful, helpful, gives great criticism and suggestions.”
“Lets students have a say in material/lessons.”
“Knowledge of field — very experienced and helpful in practical advice and knowledge.”
“Strength: knowledgeable and experienced; gives lots of time and explanations on the ideas.”
“He was able to explain the processes of editing and publishing very well.” “I learned a lot about publishing. He was a very effective teacher.”
“Professional environment/classroom.”
“He allows for the class to go where it wants to within the subjects being talked about. This unstructured way of teaching is good and leads to better discussions.”
“Laid back yet assertive.”
“Major strength: experienced in the field, able to convey information in an easy and relaxed manner.”
“He conducted the classroom with a relaxed approach which was a refreshing change from regular lecture classes.”
Advanced Fiction Workshop – Fall 2005
“Very ready to talk with students about any concern.”
“The teacher is definitely approachable and constructive. He is not overly complimenting but he is so respectful even in criticism.”
“Helped each person with specific needs.”
Shakespeare – Spring 2006
“Compassion, knowledge, expertise, and dedication to the work.”
“Very enthusiastic, eager to teach and be helpful, always prepared, great communication via e-mail.”
“Very knowledgeable; always had an answer; very encouraging and accommodating.”
“He’s one of my favorite professors. He really knows what he’s talking about and explains it easily.”
“He’s very knowledgeable about writing and literature. He made papers and classroom activities interesting.”
“Glenn is really smart, really funny and really easy to listen to. He makes it nice to go to class…. Glenn was my favorite teacher at WMU.”
“He is very positive and helpful. He works with students well and makes things interesting.”
“Participation and involvement of students he was really good at. I don’t think he had any weaknesses.”
“Glenn obviously is very passionate about Shakespeare and it was contagious. He knows his stuff.”
“Very open to ideas and got along very well with the whole class.”
Thought and Writing – Fall 2006
“The strengths of Glenn I believe are his ability to not focus on, this is an A paper, this is a B paper … and so on, but his ability to really help us write papers that are interesting to read, not just technically correct.”
“Major strength is that he was very open and easy to talk to.”
“Major strengths included his flexibility and appreciation for the intelligence of his students. [...] I believe he was flexible when the situation required and demanding when he needed to be. I don’t see any major weakness. I always felt very comfortable expressing myself.”
“Glenn really seemed to care about the success of each student & I feel I have gained confidence as a writer from his positive feedback.”
“Confident and trusts the students to make right choices as adults.”
“The strengths of the instructor were his ability to communicate with the class and his encouragement. The instructor was always positive and gave me more confidence to be more open and outgoing.”
“A major strength of the instructor was how he broke things down.”
“There were no weaknesses. He let us kind of take the flow of the class and he guided us.”
What aspects of the course were most beneficial to you?
Advanced Fiction Workshop – Fall 2003
“I learned from my mistakes.”
“As a creative writing major this course was invaluable. Professor Deutsch explained and demonstrated many ways for me to improve my writing abilities.”
“This course really improved my writing ability and gave me helpful techniques to use.”
“The workshop aspect helped a ton with editing my own writing. It really made me a more detail-oriented writer.”
Editing and Publishing – Fall 2004
“The directly applicable knowledge in the editing and publishing field.”
“Really good texts and discussions; explained the publishing industry so I understood it, which is hard without seeing it.”
“His explanations of the processes helped me understand different aspects of my upcoming career.”
“The projects called for contacting professional people in the writing field, which was beneficial.”
“The knowledge of journal and magazine layout and good and bad forms.”
“The applied concepts to real careers in the editing and publishing industry.”
Shakespeare – Spring 2006
“This course allowed me to grow as a writer, both creatively and analytically.”
“I love the fact that he doesn’t randomly call names to answer a question. I always get nervous [when teachers do that], even if I know the answer.”
Thought and Writing – Fall 2006
“I believe that the fact that we covered so many different types of writing but stayed on the same subject was really beneficial. [...] The fact that Glenn even had us present at the 4th grade class makes him obviously above and beyond a regular teacher.”
“The entire semester project. I was able to strengthen my writing skills and learn new ones that will help me for future projects. The presentation gave me more interaction and strengthened my speaking skills [...] and the interview [project] as well.”
“The fact that each paper/project was focused on our major was most beneficial because I learned things about my desired profession that I didn’t know before.”
“I thought it was very effective how he split 4 major projects into 4 main methods of writing that will be used throughout our college and work experiences.”
“I got to free write & learned how to write a profile.”
Comment on the grading procedures and exams.
Editing & Publishing – Fall 2004
“Very well explained and reasonable.”
“Fair; gives good feedback, which matters more than grades anyway.”
“Fast, fresh, and fair.”
Shakespeare – Spring 2006
“Exams were challenging. Writing assignments were fun.”
Thought and Writing – Fall 2006
“I liked how he had us go through and tell him what we thought was fair first and then he looked it all over, and the exams/portfolio were very fair.”
