Collectors consider a Honus Wagner baseball card to be one of rarest. A “near mint-mint” copy sold for $2.8 Million in 2007.
Action Comics #1 was released in 1938 and features the first appearance of Superman. While it originally sold for ten cents, collectors consider a near-perfect copy one of the rarest comic books. A copy sold for $3 Million on eBay in 2014.
Reportedly, there are only six known copies of Shakespeare’s signature in existence, which is pretty surprising considering how much he’s written. Collectors consider his autograph to be one of the rarest.
This post isn’t about collecting things. Or about Superman. Or Shakespeare. Or even about baseball. It’s about rare stuff. It’s about the things you don’t see everyday.
I started a new online class last week and the first assignment was due recently. One of the first activities I have my online students complete is recording an introductory video. The students share their majors, their hobbies and their goals for the class. I usually pair this with some readings so the students have to make sense of course content at the same time. As I was watching the recorded introduction, one video stuck out. While the class is a required course in several education programs, Mark (not his real name) isn’t pursuing a degree in the field. Although he’s a graduate student on campus, Mark is enrolled a program pretty far removed from education. I wondered whether he was misadvised or had accidentally signed up for the wrong class. As the add/drop period just ended, I worried that maybe Mark would be stuck in a class he hadn’t planned to take. So, I emailed him.
My email went something like this.
“Mark, I’m wondering why you’re taking our Educational Technology class. Don’t get me wrong. I’m glad you’re in the class but I’m wondering about your future goals and how this class fits in with them. Did your advisor recommend taking this class? I’m trying to get a handle on your plans and how I can support them.”
Mark responded almost immediately. He shared a personal story about his journey to class. While I won’t go into a lot detail about that, his rationale for taking the class is what made this interaction (and him) really rare. He wrote:
“I’m taking this class because I felt it would be a good fit for me. It’s not required for my program or anything but it will help me learn about some of the newer technologies that I’m unfamiliar with. This was a personal pick for the summer. I felt it would be a positive addition to my existing knowledge.”
I’ve been teaching at the collegiate level for the last decade. This is the first time that I can remember that a student took one of my classes just for the sake of learning. The class wasn’t going to satisfy a check box on his transcript, help him maintain state certification or reach some contractual requirement at his school district. While those are common reasons that people enroll in my classes, Mark was motivated by something different. He recognized gaps in his own knowledge and expertise and wanted to fill them. He was here just to learn. And that makes him pretty rare.