This is a tricky thing to juggle as a doctoral student! Your knowledge may be useless without skills in implementation, yet your ability to graduate will be limited by a disinterest in theory. Per feedback, how do you feel about zero sum grading programs such as at Cornell and William and Mary?

I think it’s tricky to reference the college dropout as teachable examples, just as taking the singular habits of outstanding people raises its own issues. Given sufficient knowledge and presentability for one’s field, most anyone could quit. A notable case of this may be found within the visual arts, where formal the good a university pedigree may hold, a solid portfolio could get be just as useful for a fraction of the price.

You make some interesting points on the utility of learning for a grade. If one was to view a student teacher relationship as contractual in a way, especially for university students, I can really see wanting to know before the course exactly what will be taught and how it would be evaluated.

Thanks for the post Ashley! I have a really good friend who was advised not to go to MIT. Right now he’s doing a post doc somewhere ridiculously prestigious, so glad neither of you took that advice!

I really think that as a whole, we don’t communicate pedagogy techniques and practices to our students. Just as you mentioned the importance of being transparent, I’d like to focus on another implication of that idea. Learning is a two way street, in that, it requires effort from both the student and the teacher. I feel like when we discuss our teaching practices or discuss student study techniques in context to our class, then the students have a better understanding of WHY the class is the way it is. Specifically, when it comes to math for example, students get frustrated when we don’t give them exact answers in office hours. However, during office hours we are more focused on discussing the process. There’s a disconnect between our methods and the student’s perception of our methods.

I had never thought to question the term authentic, but now you have me rethinking all of the readings! (in a good way) I totally see what you mean about being relatable and agree with your point that discussion is one of the best ways to keep students engaged. Thanks for your post!

I really appreciate your advice to not be afraid to try out new techniques and tactics. I agree with you that that’s the first step to being comfortable teaching authentically, and you absolutely have to start somewhere.

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Yes, I completely believe an institution has a lot of influence how instructors teach. Just one example I think of is InclusiveVT and how it is an institutional way of promoting inclusive environments in and outside of the classroom. This is the kind of influence that institutional leadership can have on how students feel and are being treated in the classroom. How can a student truly learn when they feel excluded? So yes definitely and institution can influence teaching styles.

I think you touch on an important aspect of vulnerability in the classroom, trust. It is so important to make the classroom a safe space where students can trust that they won’t be judged for what they choose to say, or not say. If you can build trust in the classroom, I think that’s the first step to creating the space to be authentic.

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I like Mary’s definition of “authentic.” And I love bell hooks. More co-learning, less lecturing, more empowering, less controlling. Thanks, Allie!