Armani – I hadn’t even really thought about the question of “what kind of people do I want my students to be?” when they leave my classroom. I have always more so asked myself “what do I want my students to learn?” before they leave my classroom. I like your question. It makes me rethink my perspective a bit as to how I want to teach the Introduction to Food Science course when I take it over. I would like my students to leave as kinder, more collaborative individuals so maybe I need to incorporate more partner or group work into the curriculum. Additionally, I think that I am so accustomed to continuing to go to school for so long that I forget that this is it for some students. They need to have certain knowledge and skills NOW before they leave for the workplace.

I love what you said about being vulnerable. I think too often we think we have to have all the answers especially when we’re starting teaching. It’s okay to not know and we need to show our students that as well as what to do when you don’t know something. I also love that you brought in “The Courage to Teach” from our class as I made the same connection when I did this activity last semester. It’s so important that we teach from our undivided self like he talks about. I had lost this book at a friend’s house and finally got it back so I’m with Bethany on making this one a priority to reread soon.

True, when they lose more points than they wanted once, they never seem to miss out again

Really glad Im not alone in this mentality with students

— In Professor Fowler’s article, he/she mentioned: Always engage with your students; do not do something “to” them, or “for” them, or “at” them”. —

Exactly. I’m glad you picked up on this notion.

I see it a bit like chewing food. Some things in life can only be done by the recipient — you can’t do it for them. Or, at least, you can’t do it for them well.

The secret to teaching is only the student can do it for the student.

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Some do step up, but an alarming number of them continue business as usual. It can be a little disheartening, like the number of emails i got the night before demanding points from a trivial assignment when I’m trying to stay on top of email outside of normal business hours for exam questions.

Hopefully one day they process the benefit of the “professional mean guy who wont fire you” I think thats an excellent description

Personally, I’ll be happy if students (engineering in particular) still *want* to learn after they leave their undergraduate experience. I know that my peers, myself, and many graduating seniors that I talk with feel “done” with school at that point in their lives.

Graduate school is an option for many of them, but something about the undergraduate engineering experience has sapped their will to learn. Some make it back to school in some form, but many don’t. I hope for those students they find some track in their lives that fills that need for growth and education.

I’m *really* glad to see another non-traditional student going into a teaching career. I’ve had similar breaks in my educational track as I’ve struggled to pay for it all. Looking back, its been one of the best paths my life could have taken.

I firmly believe that one of the hardest hurdles to cross when transitioning from the student to the teacher is recognizing the importance of topics and a priority to convey them in. Having a life perspective outside of academics helps immensely. If for no other reason than it gives the person an alternate mindset to compare his or her academic mindset with. What works in both settings? What seems to work in one but not the other and why? From there, its a matter of applying ideas, seeing how they work, and adapting.

I’m sure you’ll do a stellar job when it comes time to teach a full class.

I’m so impressed that you had the undergrads call you Amy! I have such complicated feelings about this one…..(teaser for class).