Whenever I’ve taught freshman composition and business writing courses, it was easy to let students take the lead in making the connection between course goals and their personal goals because I allowed students maximum freedom to choose what they wrote about.  I had very few problems with plagiarism in the research papers because students chose…[Read more]

I teach a general education interdisciplinary course on American musical theater with the context of American history–how society and art reflect and shape each other, and how revivals/revisals reflect changes going on in the larger society over time.  The specific theme examined is the definition of a “real American” and its meaning in the…[Read more]

I struggle with adapting the way I work with the ever-changing technologies I’m expected to master.  I am NOT a digital native; when I was a traditional-age college students, the only technology I needed to master was a typewriter.  While I may occasionally be tempted to throw a mini-tantrum over the inescapability of it all, I recognize that t…[Read more]

A major motivation–unquestionably THE major motivation for most students in higher education–is the hope of enhancing their career/economic goals.  When I discuss general education requirements, I explain that the specific bits of data learned matter far less than learning the techniques different disciplines use to define the world and to…[Read more]

The focus of my advising sessions is always on “what’s next”?  Oftentimes, the student’s goal is simple: graduation.  After defining the type of graduation (e.g., raising/keeping my G.P.A. to meet the minimum required for graduation OR potential admission to graduate/professional school) I try to frame the discussion in terms of short-term and l…[Read more]

I teach a course about the relationship between “society” and Art, examining how each reflects and shapes the other with a historical survey of American musicals through the lens of the lens of the differing moral structures of liberals and conservatives.  When I created the course, I assumed I’d be moderating robust discussions of the cultural…[Read more]

When students ask me questions about their curriculum I am unable to answer, I tell that one of my best qualities as an Academic Advisor is my willingness to admit my ignorance and refer them to an office/person that can answer the question.  Sometimes the question pertains only to that specific student; other times, the question will involve an…[Read more]

Everyone here has said some true and useful things about growth mindset.  I’d like to add another aspect.  Growth mindset is what makes teaching fun!  I can’t imagine staying in a classroom where I felt I had nothing left to learn.  As Oscar Hammerstein II wrote in “Getting to Know You” from The King and I: “It’s a very ancient saying/But a tru…[Read more]

I like the idea of adding “yet” to “I’m not good at ____” a useful reminder on a personal level as well.  I can’t remember a time when higher education has faced more challenges in terms of figuring out how to use new technology productively as well as helping students to figure out the ethical and efficacious use of technology in the context of…[Read more]

As an Academic Advisor, I advise students who’ve failed courses; some are in danger of flunking out and others have already been dismissed.  In our discussions and in advising them on framing their appeals for readmission, I tell them that they should tell only enough of their story so that the appeals committee knows that they (the students)…[Read more]

Failure can be quite instructive, but it’s not necessarily a “greater” teacher than success.  There are some lessons that can be learned only through failure, but there are many others that can be learned only through success.  (That’s the problem with blanket statements; their lack of nuance makes them inappropriate sources of wisdom.)  As se…[Read more]