I have a correction for my last two sentences:
This reminds me that internships can combine an “aspect of service” with work experience for college students. I participated in a graduate internship (at another university) and found it to be a rewarding experience.
Author: Ernesto Acosta
Comment on professionals are still human beings by Ernesto Acosta
Your comments encouraged me to find out about mistakes made by professors. “The primary mistake that newly tenured faculty make is that they continue working as if they are still racing against a ticking tenure clock. The fear of not winning tenure led them to work long hours and to neglect their health, relationships and leisure. And then when they win tenure, they keep working as if nothing has changed. Continuing to act as if work is their life — instead of their job — often results in imbalance, illness and misery” (Rockquemore, 2016). It is useful to remember that there are other important things in life besides our work. I will add that I think this example can apply to disciplines outside of academia.
Rockquemore, K.A. (2016, June 8). Advice for the Newly Tenured. Inside Higher Ed. Retrieved from https://www.insidehighered.com/advice/2016/06/08/mistakes-newly-tenured-professors-can-make-essay
Comment on What is school for? by Ernesto Acosta
I will add to your comments about the ranking of colleges. According to a 2012 article, “several colleges in recent years have been caught gaming the system — in particular, the avidly watched U.S. News & World Report rankings — by twisting the meanings of rules, cherry-picking data or just lying” (Pérez-Peña & Slotnik, 2012). This is makes me think that we should exercise caution when considering rankings.
I will add that professors may consider rankings in employment decisions (Pérez-Peña & Slotnik, 2012). “But repeated revelations of manipulation show the importance of the rankings in the minds of prospective students, their guidance counselors, parents, the alumni considering donations, the professors weighing job offers — and, of course, the colleges themselves” (Pérez-Peña & Slotnik, 2012).
Pérez-Peña, R. & Slotnik, D.E. (2012, January 31). Gaming the College Rankings. The New York Times. Retrieved from https://www.nytimes.com/2012/02/01/education/gaming-the-college-rankings.html
Comment on Knowing Is Not Nearly Enough…. by Ernesto Acosta
Your comment about an “aspect of service that goes into backing what you believe and value” resonated with me. I found an opinion essay highlighting the importance of national service for college students. According to it, “A year of national service before, during or after college will better prepare our students to complete their degrees, secure meaningful employment and become lifelong engaged citizens” (Monaco, Gee & Padrón, 2017). This makes reminds me that internships can combine an “aspect of service” with work experience for college students. I participated in a graduate internship (at another university) and found it to be a rewarding experience.
Monaco, A.P., Gee, E.G., & Padrón, E. (2017, September 1). How Higher Ed Can Restore Public Trust. Inside HigherEd. Retrieved from https://www.insidehighered.com/views/2017/09/01/importance-national-service-during-or-after-college-essay
Comment on Critical Pedagogy: Learning to think not memorize by Ernesto Acosta
Your comment about working “with students to find the relevance” reminds me of active learning. “Active learning means shifting some of the leadership of the course to the students and creating a situation where they will be responsible, in a significant measure, for their own learning. It means rethinking the purpose of higher education not simply as the mastery of content and the attainment of a grade for a course, or even the awarding of a diploma, but as helping students prepare for all the rest of life — both in college and beyond” (Davidson, 2018). Thus, helping students find relevance has a lasting impact.
Davidson, C.N. (2018, January 25). 10 Key Points About Active Learning. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2018/01/25/how-think-about-active-learning-and-its-benefits-opinion
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Comment on Engaged Pedagogy by Ernesto Acosta
I will add to your comments about “collaborative processes between the teacher and the students.” It is useful to consider the importance of collaboration between professors and staff. I found an article about this topic. According to it, “Faculty members have been assigned responsibility solely for intellectual development, and staff members have been assigned responsibility for social, personal, emotional and even perhaps ethical development — in other words, everything else” (Ebenbach, 2017). Collaboration between professors and faculty supports the well-being of students. “People themselves are not divisible; students bring their full selves with them wherever they go on a campus. Their academic work therefore informs their personhood and vice versa. If we want to take this multidimensionality into account in our classrooms, both faculty and staff members have the ability to contribute to the conversation — an expanded and integrated conversation that encompasses student well-being” (Ebenbach, 2017).
Ebenbach, D. (2017, December 14). Crossing The Divide. Inside Higher Ed. Retrieved from https://www.insidehighered.com/advice/2017/12/14/collaborations-between-faculty-and-staff-improve-student-well-being-opinion
Comment on Teachers and Learners – Critical Pedagogy by Ernesto Acosta
I will add to your comments about “how much we can learn while teaching.” I found a reference to the Protégé Effect, which addresses “Why teaching someone else is the best way to learn” (Paul, 2011). Researchers found that “Students enlisted to tutor others,” “work harder to understand the material, recall it more accurately and apply it more effectively” (Paul, 2011). I believe the Protégé Effect also applies to professors teaching college students.
Paul, A.M. (2011, November). The Protégé Effect: Why teaching someone else is the best way to learn. TIME. Retrieved from http://ideas.time.com/2011/11/30/the-protege-effect/
Comment on The Universal Language… Not So Universal? by Ernesto Acosta
Your comments about students facing challenges/barriers remind me of students with disabilities. I did some research on that topic. “Students with disabilities say the ignorance of faculty and staff members makes it difficult to get the help they need — and in some cases, makes them less willing to disclose their condition” (Grasgreen, 2014). I learned about Universal Design of Instruction (UDI), which can be used to address this issue. “The goal of UDI is to maximize the learning of students with a wide range of characteristics by applying UD principles to all aspects of instruction (e.g., delivery methods, physical spaces, information resources, technology, personal interactions, assessments)” (Burgstahler, 2018). It is important to note that UDI addresses several issues related to instruction. “Pre-college and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Also represented in most classes are students with a diversity of ages and learning styles, including visual and auditory. In addition, increasing numbers of students with disabilities are included in regular pre-college and post-secondary courses. Their disabilities include blindness, low vision, hearing impairments, mobility impairments, learning disabilities, and health impairments” (Burgstahler, 2018).
Burgstahler, S. (2018). Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples. Retrieved from https://www.washington.edu/doit/universal-design-instruction-udi-definition-principles-guidelines-and-examples
Grasgreen, A. (2014, April 2). Dropping the Ball on Disabilities. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2014/04/02/students-disabilities-frustrated-ignorance-and-lack-services
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Comment on On Diversity and Inclusion by Ernesto Acosta
You mentioned that “efforts in creating inclusive environment have positive academic and health effects for students who have been traditionally marginalized in the educational setting.” I decided to find out more about health effects. Syracuse University’s Counseling Center provides information about the negative health effects that can impact marginalized students. According to its website, “Marginalization can have a negative impact on students’ psychological, emotional and physical health” (SU, n.d.). “Some possible psychological and emotional responses to marginalization include:
• Anger
• Anxiety
• Paranoia
• Fear
• Depression
• Self-blame
• Sadness
• Frustration
• Hopelessness
• Resentment
• Powerlessness
• Self-Doubt
• Isolation
• Stress
• Confusion
• Feeling invisible or not heard” (SU, n.d.).
Syracuse University (SU) Counseling Center. (n.d.) Impact of Marginalization. Retrieved from http://counselingcenter.syr.edu/social-justice/impact-of-marginalization.html
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Comment on Mimicry … Crime or Flattery? by Ernesto Acosta
I will add to your comments about teachers being trained. I think professors should get advice about teaching from their colleagues. “Colleagues can provide helpful insights about teaching specific courses and about teaching in general (what works and what doesn’t)” (WUSTL, 2018). Some universities may provide new professors with feedback about their teaching. At Washington University in St. Louis, “Gina Frey, Executive Director of The Teaching Center, is available to observe your teaching and to consult with you on teaching matters, such as course planning, improving student learning, and grading” (WUSTL, 2018).
Washington University in St. Louis (WUSTL). 2018. Tips for Faculty Teaching for the First Time. Retrieved from http://teachingcenter.wustl.edu/resources/course-design/tips-for-faculty-teaching-for-the-first-time/
