These are the experiences that I hoped to learn more about in this class–so thanks! Obviously such a creative way of tying philosophy with science has its advantages. What I am curious to hear from you is how to practically apply such an approach into already existing programs. For example, how could we adopt a liberal arts-meets-science approach to our current biology program here at VT? As it is, students’ course requirements are becoming more and more demanding, so do we add more requirements? Do you propose that this dynamic shift occur in already existent classrooms?

I am always thinking in terms of application, and will continue to muddle through this.

Do you think that your position within your family also helped guide your decision (i.e., did siblings that continued the dynasty ease your choice)? What if you had been an only child? I’m just curious, because reading through your post, I somewhat perceived the daunting choice you had, and wonder what my own decision would have been in a similar situation.

Also, it seems that you have the particular advantage to not only mine your emotions, but also mine very applicable and particular experiences to further your path.

I would be curious to know more stories like this. In many ways, my story is similar. I like to believe there is a general tendency for individual learning and the recognition of outlying students (in both directions of average) for most teachers/instructors. I am also curious about how much this is hindered by administrative oversight (Common Core, currently). Unfortunately, I don’t know that your early experiences would be possible in todays educational system.

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I had the same struggle in application of critical pedagogy to foundation classes as well. Even more, every course has some area of focus that removes itself from critical pedagogy as well. This should be okay! In order to bring students to a basic understanding–to make sure they can relate on some level–foundational concepts must be taught, and they lend themselves to lecture-style delivery. In biology, if we are ever going to have discussions about physiology, we must understand the basics of mitosis, meiosis, respiration, etc. in order to make contributions to the discussion.

I feel like this is a balanced approach to pedagogy.

Reading your post made me reflect on all my years of higher education, and I can’t say that any professor in undergraduate or masters stoked my curiosity in a subject. Honestly, looking back, it was always the subject matter itself that drove me to dive deeper, look wider, and pursue further. Regarding my PhD studies, one class my first semester here has heavily influenced my research and career trajectory. As I try to tease out the influence of the professor (because he is my all-time favorite) and the subject, I have to say the professor falls well behind the subject in influence.

All this to say, for me, if the subject was not of interest, the professor was unable to make it interesting to me. This does not change the role of the professor in successfully purveying the information to the students, but merely to ruminate on the role of student interest above and beyond professor performance.

In regards to graduate student research, I am absolutely in agreement. I have had the opportunity to advise many interns/students during my years working in industry, and my number one piece of advice is to match yourself with an advisor that cultivates you and works with whatever results you receive. They make or break a program.

Thanks for making me think through this a bit more.

From the viewpoint of a guy (and growing up in an uber-conservative community), I never heard this stereotype either. And what’s more, most of my math and science teachers (I would venture an estimation of 95%) have been women–both K-12 and University–and I’ve never batted an eye to that fact!

From what I’ve read lately, the statistics are showing boys being left behind in these fields now, for many reasons. I’m not saying this is no longer an issue, but I think it is one that could, and should, be let go of.

(Thanks for the chuckle regarding the uselessness of this subject that you so excelled at!)

I also meant to talk about how we fail to expect students to defend their beliefs, ideas and identity. Not from discrimination, but from natural exploration of who we are and how we interact with those around us.

It’s no surprise that I agree with you, I think. I mentioned at one point in one of table discussions how my advisor treats one of her classes, surveying them for personal strengths and interests, then composing groups based on complementarity. This is how I view successful diversity and inclusion can be used in the classroom. Unfortunately, we tend to narrowly use the terms in academia.

As for no-no lists, I absolutely believe this is against everything the University stands for: Exploring and communicating ideas. Social etiquette dictates much and we should not operate at the level that everyone is out to get each other. In cases of proven abuse, said student should be prosecuted to the fullest extent. Let that be the deterrent. Otherwise, limiting the communication of ideas by limiting speech in any way is a detriment.

I’m from Alabama and get the questions on both ends as well. It seems those from the South think I have betrayed our culture, and those from the North are surprised I’m not a stereotype. I definitely don’t have to deal with “Deliverance”-type stereotyping, though : )

This definition and application of diversity is appropriate, but is not what is being promoted at the administrative level. Diversity has become synonymous with racial diversity and inclusion with gender inclusion. Unfortunately we are selling ourselves short, and I daresay that utilizing the methods you mention here are the very heart of what we should aim for in our praxis. Kudos for being a sensitive instructor, and kudos for a good post.

I appreciate the circles illustration. Somewhat in response to Mohammed’s comment, as humans, we should always have some overlap with everyone. Taking that further, as learners and members of the University community, we have even more overlapping, regardless of differences. In light of that, I love the illustration of the circles and recognizing our overlaps as well as utilizing the differences that do not reside in that area. Wholism in action.