-
Posts
4,437 -
Joined
Content Type
Profiles
Forums
Developer Articles
KSP2 Release Notes
Everything posted by adsii1970
-
And now a bit of philosophy from adsii1970:
Being thankful isn't something we should do once a year on a set day. It is a state of mind we should endeavor to have daily. It is not a sign of weakness but of emotional strength, piety, and appreciation of the efforts of others. A little genuine gratitude given when it is due can be the difference between gaining a lifelong friend or being regarded as someone who is simply unappreciative of others.
-
And now a bit of philosophy from adsii1970:
Avoid growing stagnant in all areas of your life. Get out and go for a walk. Read a book outside your usual and preferred genre. Exchange one of your daily routines for something different. Try a new recipe. Never allow yourself to become too old and settled to experience something new.
-
And now a bit of philosophy from adsii1970:
Never demand more from someone else than you're willing to do yourself. The key to being a good leader isn't in the delegation of every task to someone else. It's in the willingness to lead others by your example.
-
Life on the university campus:
(Fall 2021 Semester, first posting)The ever-changing environment of the community college campus
For those not familiar with the American (the United States, as not to offend), there's a big difference between a university and a community college campus. A university usually focuses on bachelors and masters level degrees. Some even offer advanced degrees, such as a specialist, doctorate, and post-doctorate certificates. A community college simply focuses on associates degrees and some will offer trade school certificates.
Instead of the two systems working together, as was originally intended, community colleges and universities have become competitors in the higher education marketplace. I've worked at four universities and a community college since 2004. The most challenging environment to teach in has been the community college.
The challenge of the student demographic
The community college has a more diverse population of students than any university where I have worked. Sure, most Americans are fixated on race, but that is only one area of diversity. There is also socioeconomic status, religious diversity, cultural diversity, educational background, gender and sexual orientation, age, and other more personal issues. This term, as an example, in my traditional lecture course, I have a range of ages from 19 to 47, at the university where I also teach, the age range is 19 to 24. Despite all the efforts made to assure universities are more diverse in their student body population, true diversity happens on the community college campus.
The challenge of educational background and expectations
Just as universities have become concerned about the number of minority students failing courses. It's funny since this is something I have always been concerned about when I began teaching seventh and eighth grade in 1999. I always take it personally when a student fails my class. It is agonizing for me and I always go through a series of questions - what could I have done differently to reach the student? Am I asking too much from my students? What can I do differently to encourage students to participate and to complete assignments?
Over the past two years, the community college mindset has been the problem is obviously what we are doing; we must do more for the student. And the result has been more work for the faculty. For the past year, the amount of administrative work added where I work has increased a lot. About every two weeks, it is now my responsibility to alert students and their advisors of students who are in danger of failing or who are no longer attending a course. As a fellow faculty member has commented, "we are now taking the responsibilities of adulthood from the college student and placing them on the college faculty."
The problem with this mentality of institutional blame for student shortcomings is it sets low expectation for student achievement. Are there better ways for both the community college and universities to perform their functions? Yes, there are. Do we need to redefine what we think of as higher education? Yes, we do. And do we need to change how we go about higher education in the United States? Again, the answer is yes.
-
Before I begin with the status update, I want to say that I am sorry for tinkering earlier this morning with this update. I was seeing if I could post a status from another website I used (it has a weight loss tracker) here. But well, as you can see, it didn't work out like I hoped it would.
What's been going on in my world:
In the academic world where I work:
SpoilerOver the last month, I've not been as active on the forum for several reasons. I'm 51 years old and am looking at the very real possibility of a major career change. Since 1999, I have been involved in education as a vocation. With the exception of three years I spent as a District Executive with the Boy Scouts of America, I have been a public school teacher (seventh and eighth grade history and civics) and the community college/university level teaching courses in both history and foreign policy.
The university that I teach online graduate courses for has been understanding for the most part. There have been semesters where I have been asked to teach a night class or a Saturday morning class that's more of a once-a-week traditional lecture course on campus. It happens about once every two years. The course in the rotation is one that's required for the M.A. where the emphasis is in American history and the concentration is on the Early Republic (1763 to 1840). Many students who take this course are older and prefer a more traditional setting than an online course. And I am fine with that. There are some semesters I will teach three courses for this university and then there are other semesters where, if I ask, I can have a semester off. They never make me feel guilty for taking a semester off to simply take care of myself. I've been working here since 2005 and have never had any issues.
In 2009, I took another part-time professorship at a local community college. I've not taken any sabbatical semesters since 2004 because of being a "niche" professor (courses are in high demand, most of them are core courses, and the administration keeps moving the goal line). A "niche course is a course that always has a high enrollment and normally a waiting list for students wishing to get into the course.
There are a lot of changes which have been brought on because of COVID-19 and the political/social environment on campus. There are other changes in administration, changes in student academic performance, their expectations, and pressures from the administration to find ways to reduce the high failure rate (I currently have a 37% average failure rate in my World Civilization courses). Most of the failures in my courses come from students not showing up or not completing assignments - or a combination of both.
I'm beginning to lose faith in higher education. I no longer feel as if I am contributing to the greater good.
I am starting to brush off my resume/CV and find out what else is out there for someone like me. I'm hoping that my time in higher education will be coming to an end sooner rather than later.
In my social circle and family:
SpoilerI have a small social circle for a variety of reasons. When I was in the military, I met many good men and women - and a few became friends for life. In August and so far, five of my Army buddies have passed over to Valhalla in the first eight days of September. Three died of old age and combat-related health issues (aged 70 years or above), one died from complications from infections and wounds from Afghanistan in his last deployment in 2014 before retiring. One, the same age I am, died back in the early part of August due to suicide - PTSD-induced severe depression.
It hits you hard as you watch those who mean a lot to you pass over to the other side. As I share this, my father has been in and out of the hospital with Agent-Orange-related cancers. He, too, is a Vietnam veteran and served four tours in that war. He also has dementia and Alzheimer's, and half of the time either thinks I look like his older brother, Robert, or doesn't know who I am. My stepmother and I have come to terms with it. The hardest part is watching nature run its course. And sometimes, nature can be cruel. When it comes my time to go, I want to go before my mind does.
This past month we have a new cat added to our family. We found her on our back porch, and she was nearly starved to death. The picture I'm sharing is from the second day in our home. We named her "Stevie" in honor of "Steve" in the movie, Over the Hedge, and the name fits well. If you know Stevie Nicks of Fleetwood Mac, well, Stevie can get loud and cry pretty well!
My daughter, who turns 11 later this month, has informed me she either wants to go into law enforcement, become an astronaut, or videogame designer when she grows up. A few months ago, she told me she wanted to work at Wal-Mart to get an employee discount. This is now a good thing. No, one does not work at Wal-Mart just for an employee discount.
My health:
SpoilerThe COVID-19 lock-downs and restrictions have been unkind to me. I do not do well when my schedule is tossed on end. The lock-downs, the mask mandates, and the other COVID-19 related social changes have profoundly impacted my life. I already suffer from depression from my chronic hemiplegic migraines, the depression related to combat-related PTSD, so this just adds to the mental stress I am already feeling from everything else I've shared above.
When I get stressed out, I munch. Doritos and Cheetos are my preferred means of self-induced indigestion and uncontrolled weight gain. And I did just that. I managed to gain nearly 8 pounds (3.62 Kg). Not good for someone with Type II Diabetes. So, in the middle of August, I decided to get back to being more healthy. I've now gotten rid of the sodas - I now only drink water, tea, and coffee. And I have quit the binge snacking (as in no more uncontrolled munching on Doritos and Cheetos), and the multiple snacks between mealtime. Since the weather is starting to cool off, I am also back to walking four miles a day (also since mid-August). I've now lost a little over 3 pounds (1.36 Kg) and still have a long way to go. It's funny - it wasn't hard to put the weight on; so why is it so hard to take it off?
Mentally, I have been in a bad place where I haven't cared about much. The uncertainty caused by COVID-19, the impact it has had on my job, the general frustration I have on the campus, and watching my child's frustration in dealing with COVID-19, watching my wife's frustration with her employer, and COVID-19... yeah, I've bent myself into mental pretzels.
With all that said:
I'm the silent type and let a lot of stuff build up before I get tired of things and say "enough." And as much as I hate conflict, I often retreat and withdraw rather than stick around. If you've noticed, I haven't been as active on the forum in the last month as I usually am. In fact, I have not been as active on the forum as I usually have been since COVID-19 raised it's ugly head in 2020. There's been no other excuse than I let things get to me way too much.
I've let my fellow moderators down by not being active here or on the KSP Discussions page where I also moderate (if you've not friended me there, my user name is the same, adsii1970). Over the past few weeks, there have been days where I have not logged onto the forum at all. It's not right to the team and it has not been fair to the Kerbal Space Program community. It also hasn't been fair for those newbies who have had their posts stuck in the queue for several hours waiting for a moderator - ahem - for me to do my job.
I'd like to apologize for not maintaining both Kerny's Journal and the sandbox challenge thread. As I move out if my mental funk this will get somewhat better. I will say that Kerny will be making the transition to 1.12 with Chapter 101; once KSP2 comes out, Kerny will not be making the transition but will remain in the original KSP. There's a lot of rebuilding I am doing to bring Kerny into 1.12. I can say I am toying around with doing a new story in KSP2, but it will be stockTM.
Making the decisions to get off the junk food, to get out and exercise, and to lose weight has helped my mental health some. Making the decision to begin to look for a career change outside of higher education has helped, too. Now all I can do is to see where this new adventure will take me.
-
And now a bit of philosophy from adsii1970:
The difference between success and failure is dependent upon failure. Without failure, we cannot learn what does not work. Until we know what does not work we can never experience success. Success without failure is luck. And unlike learning from failure, changing what we do, and earning success, luck never gives the same result twice.
-
And now a bit of philosophy from adsii1970:
You cannot expect to achieve any great thing if you are never willing to begin the journey. Intending to do a great thing and working towards completing a great thing are not the same. While one is thinking about it, the other is working towards it.
-
Life on the university campus:
(Summer 2021 Semester, first posting)What was I thinking? I thought college wouldn't be this difficult!
It is no secret the summer semester is never as difficult as the fall and spring - unless you are taking an online course. For the past three years, I have made it a habit to only offer online courses during the summer semester. This summer, my schedule is really light. I am teaching an undergraduate course in World Civilization to 1500 and a graduate course listed as Seminar Studies - Political Science: Topic in American Foreign Policy (it is cross-listed as Seminar Studies - History, too). For the seminar class, I choose a random topic within foreign policy and build an entire class around that topic. This semester we are discussing the foreign policy tool of last resort - the use of the military.
In the undergraduate courses, there have been no real surprises. There's the normal smattering of oxygen thieves and candidates for walk-on roles in the show, The Walking Dead. There are also a few who will do well in life because they are driven by their own personal desires, perseverance, and interest in their own future. In graduate classes, where I have the most fun, rarely do I ever have students who are not self-motivated. In April, I was approached by the administration to allow an undergraduate into my foreign policy course. This person is majoring (I use the term loosely) in political science. He's not the problem student. The problem student happens to be his friend - who is a graduate student.
There is no textbook for the course but I do use a lot of web-based sources including archived newspapers, news broadcasts (both radio and television), and others. Using Zoom, we meet as a class once a week to discuss the readings, the questions I gave them to go along with the readings, etc. For the other 15 students in the course, including the undergraduate, the course is going well. This part of the course comprises 2/3 of the course grade. It is their participation and quality of responses they provide in the course of the discussion which I consider. The other 1/3 comes from a course project relating to the topic but where students are free to explore related issues.
He graduated in December (2020) with a B.S. in Political Science and is now working on a M.S. in the same field. He took my course, believing it would be a fairly easy course - one that would take very little effort to get a good grade. In last night's Zoom meeting, he decided to (finally) speak up and provide insight to the evening's topic: The Spanish American War.
While his classmates focused on the failures of Congress and the White House, managing the crisis in Cuba, and how Hurst and Pulitzer, through "yellow journalism," was already driving the U.S. to war with Spain long before the explosion of the U.S.S. Maine, he focused on how the U.S. had provoked the war with Japan and that's what led to the attack on U.S. forces on Cuba by the Japanese. See, it was Japan's surprise attack, disguised as members of the Spanish military, which allowed the entire incident to be blamed on Spain. All of that led to the "First Spanish-American War.'
I asked him to stick around after the course ended to have one of those one-on-one intervention conversations.He admitted later on he thought the Spanish American War was something I made up and never really happened. He then said he didn't bother to read the assigned materials for this week - or the past three weeks because "what was I thinking? I thought college wouldn't be this difficult!" He then told me that except for me, he could normally become friends with his professors and they helped him pass his courses. This was why he had As and Bs in all of his major courses; he also said the more difficult professors gave him Cs or lower because, well, they just weren't good human beings.
I recommended he drop my course now because of several reasons:
- Just because I like a student as a person does not guarantee they will pass my course without effort.
- Professors who pass students based on their personality or likability are not doing the student any favors. They are actually committing an act of educational malpractice.
- The undergraduate professors who gave him "Cs or lower" were probably accurately assigning grades based on his academic performance. He needed to consider that maybe the problem wasn't them not being good human beings, but he wasn't being the best student he could be.
- In an eight week course, four weeks of no gradable performance/bad performance could not be overcome by four mediocre weeks of performance. It would be in his best interests to drop now before he gets a grade which will become permanent on his transcripts.
So, this morning, I received an email from this member of the brain-trust informing me I am a horrible human being and he will be working to get me fired. Too bad that I recorded the entire Zoom meeting - including his response to the course topic last night and our conversation afterwards, and have forwarded it to the university's Dean of Liberal Arts. Yeah, I am that horrible of a human being.
-
And now a bit of philosophy from adsii1970:
Want to change the world? Begin by changing how you treat others - from the bully who taunts you to your best friend. Be the person to others you'd want to have as a friend. Lasting change never happens from the top down but must begin with us.
-
And now a bit of philosophy from adsii1970:
Never be willing to demand something to be done by others if you're not willing to the same thing for others.
-
Wait! We are creating real Krakens?!
-
A public service announcement about animated GIFs and photosensitivity:
Until today, I have been relatively secretive about a topic near and dear to my heart. While I have, in the past, made an effort not to be offensive or demanding in the past, I have also neglected my responsibilities to speak out for the few forum users, and myself, who have a health condition which is triggered or made worse by animated GIFs that rapidly change colors or brightness.
Photosensitivity, in its purest definition, is the noun form of an adjective, photosensitive. And until the mid 1980s, most of the people who were regarded as photosensitive were those who had a physical reaction to sunlight and ultraviolet light.1 But by the mid-1990s, and thanks to the continued development of personal computers, there was a new condition where photosensitivity took on another form - it caused a physical and/or mental reaction when certain light types and stimuli are present.2 We now know more about photosensitive epilepsy now than we did in the mid-twentieth century. While the exact numbers are unknown it is expected that nearly 5% of those who have epilepsy may have seizures triggered by visual stimuli.
I do not have epilepsy but I do have chronic hemiplegic migraines. In recent years, I have developed a photosensitive component to my migraines. While I do not have epilepsy nor any of the markers which aid in the diagnosis of epilepsy, the photosensitive component is very real.3 While I do not experience an externally visible seizure, nevertheless, the very nature of a hemiplegic migraine will trigger a reaction that is best described as a combination between a seizure and a Transient ischemic attack (TIA).4 In my own experiences, I have had seven such episodes since January 2021. Of the seven, six have been triggered by GIFs shared on forums, such as this forum and Simtropolis.
I have been hesitant to share any of this publicly and did allow a few other members of the moderation team in on this problem I have. This is the first time I have shared on any of the forums where I am a member of that I have this problem. Yes, there are times the GIFs do not bother me; there are times the GIFs will trigger an episode and usually it is when I have already had a migraine that has lasted longer than three days and on a scale of 1 through ten, the pain level has been about a five or higher.
The GIFs that are the worst offenders all have a singular feature - they flash from light to dark colors at an extremely fast rate of speed. So, with that said, while I do not wish for the moderation team to become the GIF-gestapo, I do ask that for the sake of those of us who do experience photosensitivity, a little caution and self-reflection be applied when sharing GIFs. By all means, continue to share whatever image desired, but maybe tone down the animated GIFs that change and are designed to emulate flashing lights.
References:
1. Pietro, MaryAnn De. 2018. “Photosensitivity: Definition & Patient Education.” Healthline. Healthline Media. March 30. https://www.healthline.com/health/photosensitivity.
2. “Photosensitive Epilepsy.” 2021. Wikipedia. Wikimedia Foundation. March 28. https://en.wikipedia.org/wiki/Photosensitive_epilepsy.
3. “Migraine Aura and Photosensitive Epilepsy: What's the Link?” 2021. Atlas of Science. Accessed May 8. https://atlasofscience.org/migraine-aura-and-photosensitive-epilepsy-whats-the-link/.
4. “Transient Ischemic Attack (TIA).” 2020. Mayo Clinic. Mayo Foundation for Medical Education and Research. March 7. https://www.mayoclinic.org/diseases-conditions/transient-ischemic-attack/symptoms-causes/syc-20355679.
- Show previous comments 6 more
-
@Kerminator K-100 and @The Doodling Astronaut - please don't feel bad. I should have said something sooner. It's all good.
-
Life on the university campus:
(Spring 2021 Semester, sixth posting - final exam week)When fantasy and reality collide
This semester has had its share of challenges - for student and teaching faculty alike. In my tri-state area (Kentucky-Indiana-Illinois), the COVID-19 virus is starting to fade from the local headlines. The destruction and disruption COVID-19 has left behind will not soon be forgotten.
I have seen students, for the past year, struggle with even the simplest of academic tasks because of new stressors caused by the virus. Some have been fortunate. I have had a number of students working towards their R.N. as either a part of their A.S.N or B.S.N. be able to gain entry-level jobs in assisted living centers, community health clinics, or nursing homes. I have seen a handful of students bury family members that passed on as a result of the complications caused by COVID-19. Some students have lost jobs as the economy shut down, requiring them to either withdraw from the university/community college or find a different job or funding for college. Some students were totally unaffected by the virus while a small number decided to take advantage of the chaos created by COVID-19.
I think most of us have virus fatigue. Every announcement about COVID-19 is about as reassuring as hearing fingernails on a chalkboard is relaxing and enjoyable. This semester has been far from the perfect semester and is probably one of the worst I've had since making the change from public education (I taught 7th and 8th grade for two years) to higher education in 2004. There were a lot of contributing factors to my disgust with this semester:
- Some students used the COVID-19 policies of the campus to either get out of coming to class or to get extended time to complete assignments. While a few had legitimate issues caused by the virus there were some who were not directly impacted and used the policy to their advantage.
- Low attendance in lectures and smaller class sizes to accommodate the COVID-19 policies and safety guidelines. Lectures were reduced to 1/2 capacity; there were days when I delivered a lecture when I'd only have seven present in a course where 29 students are registered.
- Some students just did not complete any coursework, simply believing that attending the lectures was enough to pass. A fellow professor said he had a student tell him, "if no one does any of the coursework, you can't fail us! You can't fail an entire class!"
- The realization that this semester I was not able to reach most of the students in my courses and the reality that I often care more about student success than the student.
- The lack of enthusiasm of many of the students. Instead of being ready to learn and to add to their body of knowledge, many students just wanted to know what they had to do for tests. There was little student participation in discussions.
When I first began teaching at the university level, I wanted to make a difference in the lives of those I teach. While I understand that not everyone is a history, American foreign policy or American domestic policy major, I'd still like to think that I've helped them on their journey. This semester was a hard reminder that out of every 100 students I have per semester, only five actually care to learn and digest what is taught.
-
Life on the university campus:
(Spring 2021 Semester, Fifth posting)To thine own self be true - and be honest with your advisor:
When I began sharing some of the shenanigans I go through as a university instructor, I also wanted to make a difference in the lives of our younger forum members - but beyond the forum. I wanted to give insight on what irks and excites the average university professor. Last week was our spring break at the community college where I do teach in the traditional lecture method (my other professorship is fully online at a regionally accredited university). This week, registration began for both the summer and fall 2021 semesters. And this week it hit me - I needed to share what it's like to be an advisor.
This semester, as a part of my duties at the community college, I have 30 students I advise. This semester has been average and I've already seen about half of my assigned students. I've been advising for the last ten years and have noticed the students I advise fall into four broad categories:
- Those ready to take charge of their life.
- Those who think they are ready for life but desire someone to point them in the right direction.
- Those who are just going along for the ride.
- Those who do not care and have other reasons (not academic) for being in a university.
Each of these broad categories have characteristics all their own and because as an advisor, I am human, I react differently to those in the various groups. So, I thought I would share my observations with you. Personally, I do not mind helping students in the first two groups. Both want something better in life. The bottom two categories madden me to no end. Sometimes - although not as often as I would like - I will have a student who falls in the third category decide to engage with their future - and land squarely in the first two groups. That's always a good thing. But then there are those who simply do not care or do not have any personal ambition to be anything other than what they are. These are the ones who infuriate me.
Those who are ready to take charge of their life are the same students who are big dreamers but they are also self-driven and know what they want to do. Many of these students have already combed the university's course catalog, they know the requirements for their degree, and they know the recently published course schedule for the next semester. Sure, there's the nuts and bolts about their chosen career path they may not be aware of, but that's an easy fix.
Those who think they are ready for life but desire someone to point them in the right direction are also dreamers. But the main differences between them and the first group are they are not exactly sure what they want to do and they do not know how to get there. It's okay. There are a lot of reasons why some feel this way. In fact, I was this way earlier in life. These folks are interested in so many things that it is hard to know what it is you want to spend the rest of your life doing. When I was an undergraduate, my advisor called me an academic gypsy because after three years, I had 160 semester hours (120 is the normal Bachelors degree at American universities) when I graduated from the university a semester later. After three and one-half years, I graduated with 175 semester hours, a B.A. in Ancient History, and three minors (sociology, psychology, and anthropology).
I understand students with this mindset and I often try to get them to take electives that mirror their interests. This is important to their success (as it was essential for my success). It may also provide an avenue to explore the interests which could lead to those students in this category to move from here to the first group. It happens more than you might think.
Those who are just going along for the ride know they would probably be better off with a degree. Sometimes, they have an idea of what they might want to do but they lack the drive to get there. Sometimes they will do well in certain concentration areas and in others, they might repeat the same courses a couple of times before they get a decent grade. For me, these students are hard to advise because they have all the enthusiasm of a two-week old celery stalk. Sometimes, given the right academic environment, these students can go from this group to either the second or the last group. Because I do take it personally when a student fails I also take it personally when these students join the fourth group or simply quit college.
Those who do not care and have other (than academic) reasons for being in a university really make me angry. There are always a small percentage of students who have other motives to go to a community college or university - and they are not academic reasons. You cannot motivate these students to follow a degree plan or to engage in a discussion about their future. They are thinking about the short-term and couldn't care less about what you are trying to help them accomplish. The reasons vary from having been told by a parent to get a job or go to college to trying to find their significant other to settle down with. Some even think that it's automatic - you simply go to college right after high school because it's expected.
How you can get the most out of your college advisor really isn't as hard as what most people think. Your advisor is interested in your success. But the only person who is more interested in your success than your advisor has to be you. There's nothing wrong with doing some preliminary work before you ever sit down for your first advising session. If you haven't thought about what you'd like to do after college, start with one of the many free aptitude tests. This test has a battery of questions designed to bring out what your career specific interests might be. Before I see any student for the first appointment, I always steer them to this test. And I ask them to print out the results and bring them to the first meeting. The results are an important tool to steer someone who is undecided into an academic path that will benefit from their interests and strengths.
If you already know your interests, strengths, or what you want to do, then request a copy of the annual course catalog. This not only shows all the courses the university will offer, but it also has a list of requirements for the degrees offered in the concentration areas. While some still have a printed catalog, a lot of universities have moved to an online version. But know the degree requirements for your field. Also, look at the semester schedule and have a rough idea of what you'd like to have for a schedule. All these things allow your advisor to make the most of the time with you and to give you the best results possible.
-
A bit of philosophy:
If humankind would turn its energies from war to space exploration, what could we achieve as a species within the next ten years! But humankind models itself after ants. Ants from one ant hill will fight ants from other anthills to the death for a simple discarded apple core.
Granted, Earth is a little better than an apple core. But as long as our endeavors are focused on the weapons of war, we will never reach the stars.
-
Life on the university campus:
(Spring 2021 Semester, Fourth posting)There's a reason online courses don't get snow days:
In the central United States, February 14th brought in really cold temperatures and a lot of winter weather. Right now, along the banks of the Ohio River, there's six inches (15.25 cm) of snow on the ground. Last night, the low was -4° F (-20° C). This is not the typical weather for my area this time of the year. But then again, it's the first year of the second decade of the new millennium, so why should the un-normal things that's happening surprise any of us...
As many of you know, I teach primarily online. Out of the seven courses I am teaching this semester, only two are "traditional" style lectures. The issues with COVID-19 and the cancellation of classes because of the winter weather of this week have had an impact on those classes. But the remaining five classes - all Internet-based classes - should have not had any significant impact at all.
This morning, while taking out the trash at my townhouse complex, I was unfortunate enough to come across one of my online students. She also lives in the townhouse complex, but with her grandparents. She said she saw me outside and wanted to tell me that it is unfair of me to change the due dates for the course because of the traditional courses being cancelled this week (Monday was Presidents' Day, no class. Tuesday and Wednesday classes were cancelled because of the winter weather). I explained to her that the campus being closed has no impact on an online course.
Online courses are the way colleges and universities will be in the short and very near future. The concept of going onto campus will become obsolete within the next decade. Already, there is a push in our tri-state area to move as many core courses into an online format as possible. It's more economical - no physical limits on class size, no insurance-per-student requirement, no expenses of maintaining temperature in classrooms, no money for large janitorial or grounds maintenance staff, and no expensive libraries with climate control to maintain if the campus experience is moved to an online format. Revenue generated for even a public college will be significantly more than its financial liabilities. Online courses are not dependent upon the weather, time of day, or any other physical happenings that impact a traditional course. From a business model, it makes sense.
There are a lot more positive features from moving to an online delivery format for classes. It means a student can complete the course as rapidly or as slowly as they desire, as long as it fits within the designated time allowed. But there are a bunch of downsides to online courses, too. The most severe issue are students who lack motivation. If you are not a self-starter or cannot manage your time well, online courses will be difficult.
So, what was her complaint? She wanted me to extend all the due dates for one of the course modules by one week. (The module's original due date is Sunday, February 28th). She told me it was unfair of me to expect her to spend this week doing coursework when the college was closed. So, I asked her if she was dependent upon the community college's Internet to complete the course, offering some sort of a benefit of a doubt. Her response was "no, I have Spectrum; I'm not poor and ignorant..." And right there killed any desire for me to offer any sort of help. Yes, she is ignorant. She is ignorant of the fact it's an online course and as long as her ISP (internet service provider) is online, so is her class. And she's also ignorant to the fact she can do more to complete her work by a set deadline than I can help her by extending the deadline. Procrastination is not a friend. It is the enemy of an online class.
-
Eh. Schools that offer solely or a majority of online courses will be at a significant competitive disadvantage compared to "traditional" schools. I don't see your average 18-24 year old having a strong desire to voluntarily socially isolate themselves from their peers, especially after we have controlled Covid. I'm sure that there will be more online components to courses, but I don't think that physical meetings will go away.
-
Life on the university campus:
(Spring 2021 Semester, Third posting)And there are days where I should have stayed in bed:
Friday was filled with unexpected problems. As many of you know, I teach at both a community college (a two-year school which awards either an Associates of Arts or an Associates of Science depending on a student's chosen field) and a university. And for the past three years, we've had an issue with the human resources director the community college hires. I'm not tenured at either school. At the university, I work on a five-year contract which expired a year ago. There were no issues when the new contract was issued. Just as every other contract renewal at the university, January 31st was a normal payday.
For the community college, things are not that simple. Last spring, I was put on a five-year contract with the stipulation that tenure could be awarded at the end of the contract. But the Human Resources director decided that for some reason, the pay scale as put into place in the contract would not be followed this year. So, there was no January 31st paycheck. I called the dean of faculty's administrative assistant who spent all day Friday trying to figure out why I didn't get paid.
Incompetency never dies; it's promoted into a higher position within the bureaucracy:
Now, losing 1/3 of an expected payday would be a bad thing if I lived from paycheck to paycheck. But I do not. I do have a reserve which I was able to draw from to replace the missing pay. But Friday, I called and started a process going that I have no control over and has taken a rather nasty life of its own. The dean called me back Friday afternoon, apologizing and offering to advance me money from the emergency faculty loan account to cover the paycheck I was missing. No, I didn't take it because I have a reserve account that contains enough money to cover the missing paycheck. Today, as I was leaving the campus, the dean told me what had happened - human resources messed up when they entered my pay data for the academic year (Fall/Spring/Summer).
The problem was because an on-campus rehabilitative transfer where an employee who already made a mess in the registrar's office was sent to the human resources department. And to add insult to injury, the transfer included a title change which triggered an automatic promotion. I'm the only five-year contract faculty member on campus and instead of asking for help in proper coding my pay, she did things for me as she had done for those hired from semester to semester. But with a twist - her mistake meant my first pay date is January 31, 2022. And when the dean pointed out her mistake, she simply laughed it off. But then she told the dean that the end-of-semester audit would catch it and I'd be paid on June 1 - once the audit found the error!
I should have stayed in bed this morning:
I came really close to losing my temper today. Luckily, the dean has already taken the steps to make sure the problem is corrected. In fact, she has asked the human resources director to personally handle my file. Today, I've spent time on the phone with this lady to learn something else - my pay has been wrong for the past two years! Since I am not tenured, I am supposed to receive extra pay for any full time assignments given me - and this includes advising. As of this morning, not only does the college owe me my normal end of the month paycheck, but an additional $3,500+/- for advising assignments. The bad news is if I get it paid in one lump sum, it messes up my paycheck withholding for 2021, putting me in a higher municipal, state, and national tax brackets. So, I will be getting the money spread out over each pay period for the rest of the year. Meanwhile, I will be getting paid, but not until February 15th.
The most frustrating part of all of this is the corporate structure's need to rehabilitate people who clearly do not have the aptitude to do the job they were hired to do. Someone else always pays the price for their incompetence. And someone else always has to go back and fix their mistakes. They win - they don't have to fix the mess they created, they don't care about those they inconvenience, and they usually get promoted to keep them from making any more messes where they are. Yeah, I've been in a foul mood all day.
-
I feel your pain man. My father has had to contact his company's HR department so many times- both for himself or the workers under him- that the HR head and him have gotten to a first name basis. It's frustrating, cause it shouldn't be an often mistake, and it seems every 2-3 months he has a messed up paycheck. Thankfully we don't live paycheck to paycheck, but still, its a big deal. HR is the most vital part of any company/organization/college, so they should have people to ensure that the pay is right.
-
It boils down to one's personal work ethic - it's that simple. My work ethic/philosophy is simple. I believe that my work reflects on who I am as an individual. Therefore, I set my standards high. I believe that I owe my very best to the students who take my courses AND to the university and community college I work for. When it comes to returning students' papers, although the academic standard is one week, I give feedback within three days. It's the way I have always been.
But with all that said, some people see their employment as that - a job. And since it's a job, they feel that "good enough" is all they are required to do. And they never see the "good enough" as being the minimum expected. They see it as all they need to do to get through the day. Once the clock hits, they do not worry about that day's work ever again. So, yeah, you get enough of these kinds of people working in any employer - anything from McDonald's, the Valvoline Oil Change Centers, to the human resources department on a college campus, and the entire organization suffers. Yet if you dare to point this out to the "bare minimum is best" crowd, they get angry and accuse you of picking on them for simply demanding they actually put some effort into their job performance.
-
-
Life on the university campus:
(Spring 2021 Semester, second posting)Being a professor on campus means more than just teaching in the lecture hall:
This week has been fairly quiet on both campi (technically, it is the plural of campus) where I teach. For the local university, I only have to step on campus once a month for various meetings I'm required to attend. At the local community college, I am on the campus three days a week. I know that often times I share the outrageous moments with you. But there are actually moments when things aren't so wild that are more stimulating and satisfying to me.
In my office hours (pre-Covid), I'd normally have anywhere from five to twelve students hanging out just to be able to have off-topic and honest discussions. Sure, we'd all get into the forbidden topics of "proper" discussion, such as religion, politics, and sex. But when we, as a society or as individuals, begin to label any topic as "forbidden," we cease to allow for the free-flow of ideas. And the regular attendees of what became known as the bull sessions understood the rules I put in place for those office hours:
- No personal attacks. You may disagree with someone's opinion and you may address that. But you never make your objections personal. Do it and you're out.
- No bashing. This not only includes sexuality and gender identity, but religion, life philosophy, etc. Again, you may disagree with someone's views, and you may discuss the disagreement as a means to gain understanding.
- No faulty arguments based off emotion only. It is okay to have your opinion and to express it, but never solely defend it by saying things like, "well, that's how I feel," or "the facts are irrelevant."
- Look beyond the physical appearance of others in the bull session. See the person for who they are and not what they look like. This eliminates so much misunderstanding when it's done.
Since I began doing that about ten years ago, I always students hang out in my office. COVID has changed that. But in my evaluations from last semester, a student commented that they "really missed the office bull sessions... and I learned more about society there than I did in any of my sociology lectures." One of the requirements of the semester evaluations is I have to evaluate myself and then discuss the student evaluations of the course and discuss both with the Dean of Students. As she and I talked, she said that there's more students on campus who have me and loved my courses than students that hated them. She also said that my courses are also rated as some of the more difficult ones on campus and found it interesting that they were so well liked. She also said there were other students in the past who had also made very positive comments about my classes and the bull sessions during my office hours.
Overall, the evaluations were good. I was encouraged that once things begin to return to normal, I needed to resume what I was doing during my office hours each Thursday -particularly the bull sessions. Right now, I am not sure when normal campus life will return. But it's nice to know that there's a desire among the students to have a place on campus where honest debate and discourse can be enjoyed.
-
Spoiler
But when we, as a society or as individuals, begin to label any topic as "forbidden," we cease to allow for the free-flow of ideas.
I really like the above quote. It is sadly something that is going away quite quickly. We have all to often heard of the tightening of free speeches neck. It happened with an early U.S President, and has become all the more relavent in the past 10 years.
-
Life on the university campus:
(Spring 2021 Semester, first posting)One week down, only fifteen more to go:
January 11th was the first day of classes at the community college and the university where I teach. The university classes are web-based, so nothing really different for this semester. The community college courses, which I am teaching four this semester, are a mix of online and traditional courses with one being a "modified hybrid." The courses I teach on Monday and Wednesday, in person on the campus, are World Civilization to 1500. Sure, it is a survey course designed to get students aware of the happenings during that period of history.
The first class met without incident. Out of 37 students who registered for the course, there were 32 that did attend the first lecture (34 attended the Wednesday lecture, which I consider a win!). The second class had its issues. Out of the 28 students who registered for the course, 16 attended the first meeting and 18 attended the second (not a win). Come to find out, a few of the "missing" students were told by their advisor that attendance to any course on campus is optional as long as COVID-19 precautions are being followed.
No, not exactly true. The advisor was way wrong. Students had a choice to either take on-line classes or traditional classes. If they elected to take a traditional class, they are expected to wear a mask in all buildings, to sit in classrooms according to the "space designation" sign in the room (each room has a sign that shows the maximum number of students because of COVID. They've also put signs on certain desks that read "DO NOT SIT HERE." traditional courses are within the mandated COVID safety precautions). So, with that said, yesterday I was bombarded with emails from the wayward and misguided students. I'm not mad with the students - but I am upset about administrators who do not appear to pay attention to the administration's emails discussing various guidelines and policies put into place.
"Changes in attitudes, changes in latitudes..."
Yesterday, I also spent time dealing with a student who had to take an incomplete in one of my courses. I allowed her to have the incomplete because her family was impacted by COVID last semester. Well, yesterday, she informed me that she thought that if she took the incomplete, I would automatically give her a "C" for her grade. No, that's not how an Incomplete works. On your transcript, you get an "I" until you complete the work OR your one-year period expires. If you do the work, you get the grade you earned. If you don't do anything, I revert the "I" to whatever your grade was before the incomplete was assigned. You do not automatically get a "C" in the course.
For those of you who are Jimmy Buffet fans, you probably understand the meaning behind that title. If we didn't go crazy we would go insane. In addition to the incomplete, I was asked by another student (who is taking my class for the second time) if he could simply recycle his project paper. Um, no. New semester and new topics for the papers. This young man had an epic meltdown about how unreasonable am and how people like me make his life difficult. I couldn't restrain myself - I actually laughed out loud and in front of him when he said it. I know it isn't the best thing to do but it happened.
At any point in life, when we fail at something, we must examine why we failed. One of the sadder aspects of modern American education are those who believe we need to try to find a way to pass every student so we will not hurt their sense of self-worth. The problem is students, such as this young man, are missing out on a vital skill - self examination. I am thankful that I'm of the older crowd that were allowed to fail. And yes, failure hurts but it teaches us about ourselves. It also teaches us to evaluate why we had the outcome we have.
That's one of the things about Kerbal Space Program - it forces us to look at our failures. It's nothing in this game to spend a few hours designing a craft, launch it, and find out in less than five minutes Jebediah's gonna die! For me, I laugh it off, revert, and start all over again. A friend of mine at the university told me he plays for a while, has a craft malfunction, and then he quits playing KSP for months at a time. The last time he quit was right after Making History came out. He had no idea until last week there was another DLC AND more stock parts and features to play with. Yes, he is nearly 20 years younger than I am and has told me he thinks the game is "unforgiving" of minor mistakes.
Well, join the club. Life is unforgiving of what we think of as minor mistakes.
-
Life on the university campus:
(Winter recess for December 2020)Reflections on the semester:
The semester has been officially over since the 15th of December. The final exams and final project papers are all graded and electronically archived. It's not different than any other semester I've taught in the past. The week between Christmas and New Years is the time I use to reflect on the previous year and to tweak the courses I teach. This year, however, has been a real challenge because of the political tensions, cancel culture, and COVID-19 fears on the campus. So, this particular entry will be more philosophical than sharing campus stories.
Since being diagnosed with Type 2 Diabetes, I've become very aware of the immunity and other health-related issues which seems to go hand in hand with it. Most of those diagnosed with Diabetes know there's also a psychological dimension to the disease as well. Before COVID-19, I did what I thought was common sense stuff to keep the risk of catching any illness. I take a multi-vitamin, extra Vitamin D3, wash my hands frequently, and use antibacterial wipes on nearly everything on campus which is considered common equipment (shared computer and lecture station in the lecture room, the PC in my shared office) when I can. In the instances I could not wipe down the equipment, such as the communal photocopier, I used hand sanitizer immediately after.
There was no public mandate I do any of these things as a Diabetic. I just do not like being sick; I hate being achy and miserable. But I do not impose my needs on the rest of my family and friends. When asked, I explained to my ten-year-old daughter and grandchildren I have why I do these things. Since I've been doing this over the past ten years, the frequency and severity of the seasonal flu and colds has decreased for me. So, I consider it a success.
The loss of rationality and common sense:
Common sense is doing things because they are the right or most productive things to do. Rationality can best be defined as conformity of one's beliefs with one's reasons to believe, and of one's actions with one's reasons for action. I hate getting sick so I have a pattern of things I do to resist getting sick. And as a part of my personality and personal view on life, I never accept anything at face value - it is part of my nature to be inquisitive. Don't tell me to do something because I have to do it - explain why I have to do it and what the benefit of me doing it is.
This has always been a part of who I am. It affects everything that I do. Even when I was in the Army, I would often ask my superiors why. Those who were true leaders would explain whatever it was I was asking and most appreciated my questioning. There were also those who would fall back on the "because I told you so" and normally, I'd learn they had no reasoning beyond the that's the way it's always been done or why does it matter mentality. I learned a lot of lessons during my nearly eight years in the Army. And those lessons have had a profound impact on how I perceive the world around me.
Each of us are unique and with that comes differing life experiences and philosophies. It should go without saying that each of us should have some common sense - good sense and sound judgment in practical matters directly affecting or involving us. And it should go without saying that common sense is crucial to success in anything we do. But I've noticed that rationality has been lost and replaced with unreasoned reaction. Common sense has been replaced by reliance on experts, media personalities, or a reliance on some sort of mass-driven outrage. It's sad watching the destruction this new philosophy creates. On the university and community college campus, I have watched students do things which is contrary to common sense to fit in with what they perceive is what the masses demand. Even when the masses are wrong.
-
Life on the university campus:
(Fall semester 2020, Fifth posting)Reflections on the semester as final exams approach:
This semester has been full of challenges for the faculty, staff, and students of every university and college around the world. The COVID-19 virus has changed a lot of the academic world. In some cases, for the better and in others, for the worst. I am not only a teaching faculty member but an advisor to undergraduates majoring in the humanities.
Last week, I was sitting at my house. If this were a normal semester (sans COVID-19), it would have been during my office hours. But in good keeping with my normal semester schedule, I still maintain my scheduled office hours from the comforts of my living room. For the sake of my mental well-being, I even dress as I would if I were going on campus - jeans, a campus polo, socks, and sandals (yes, I will even wear sandals on days it rains and anytime the weather is above 30° F (-1.1° C). For me, being dressed as I would for work helps me when I am supposed to be doing work from home. I know it is a mental game and have learned that most of the things we do regularly are for our mental stability.
The end of the semester panic begins
Anyhow, a week ago today, I received a phone call from a student panicking about her grade. In the middle of our conversation, she said, "I thought college would be a lot like high school. You know, as long as I did good in a few things, I'd pass easily. But I'm failing three of my classes and have a D in the fourth..."
Sure, it is easy for me to blame the student's immaturity for her dilemma. But in all honesty, she is a product of the American public education system. Since the second week of the semester, the software our college uses for online courses will automatically email students when they have not logged onto the website in over seven days. When the student accumulates three warnings (21 days of not logging in to the online class), their advisor and the university's retention specialist is notified to begin intervention to get the student back on track.
During the conversation with the student, she let me know she simply didn't think much about the emails, deleted them, and went on about her routine. The high school where she graduated from is well-known in the tri-state area as being one of the worst schools. They have a social studies teacher who tells students to turn in blank assignments with their name on it. And he would give them a 50% score because they submitted something. So, for the past seven years, students from that school try the same thing in college, not realizing that a blank Word or RTF document with only their name on it gives them the same grade as if they submitted nothing: 0.
The same school has other teachers who will let students turn in assignments for full credit up to four weeks after the original due date. The student tried to argue with me that universities should also operate that way because it's easier for the student. She even tried to tell me that due dates do not matter in the workplace - it's about getting the job done! So, I referred her back to the syllabus where I state, Late assignments will be accepted up to 72 hours after an assignment is due but will be subject to a 20% reduction in the earned grade. Her response was priceless - "it's a bigoted system designed to fail students..."
No, your professor isn't out to make your life hell
In the past, I have students refer to me as either a gate keeper or a dream breaker. In reality, I am neither of those. I do not expect perfection from graduate or undergraduate students. But I do expect the best work they can provide. I need to see a student demonstrate above average historical competency for an A, moderately above average for a B, and simply average for a C. The rest you can figure out. I also tailor my classes for a variety of learning styles because not every student is the same. As I learn new strategies that work better, I change my course to be more supportive of students. But I still maintain a strong educational foundation in the course.
Many of the professors and lecturers I work with do the same thing. Sure, there are some who do see themselves as the "gatekeeper of higher education," but they are far and few between. Most of us want to see students put in effort into their courses. Ask questions, participate in discussions, and demonstrate you care about your performance in the course. We know your major is normally the class you're in and your only reason for being there is because it is a core class you're required to have. Again, at least make an effort to care.
A lesson from outside academia
When I enlisted in the U.S. Army at the age of 19, I knew I was going to need a lot of work. I was not the athletic type. I was known for being the nerd and head band geek in two high schools. So, during basic training, I took every opportunity to hit the PT field (physical training field) and exercise. In six weeks, I was able to excel in the PT test; no, I did not max it out, but I did extremely well - 52 pushups, 87 sit-ups (both in two minutes), and a 2 mile run in 13:35. I knew then, as I do now, that doing the minimum in anything will not always guarantee you the results you want. You have to do extra for that.
The same applies to formal academics and the workplace. Sure, you can go through your university courses and easily skate by and make Cs, Bs, and As in some subjects. But if you want to really get the most out of your education, you have to go beyond the classroom. You have to take control of your education - and this includes setting your standards higher than what even your professor does. I teach a lot of foreign exchange students and a few American home-schooled students. And for the most part, what makes them stand out, is they are driven not to just pass the course but to excel in the course.
If you are majoring in a subject do not rely on your courses to teach you everything about that subject. Do your own research and read more books. Most professors will gladly provide you a reading list to work through. You can also look up the references used in your textbook and try to find them at your university library, favorite bookstore, or Amazon. If you're not in college but are learning a trade, you can still apply the same philosophy. We all know there are mechanics, good mechanics, and really good mechanics - and this can be said of any field. It all boils down to how much ownership and responsibility do you want to accept for your own future.
-
Life on the university campus:
(Fall semester 2020, Fourth posting)Melting butter in my coffee, poking the bears, and jamming to ACDC:
This weekend was what I really needed for a while. I spent most of Thursday and Friday grading exams and rough drafts for term papers. By the time I finished on Friday afternoon, I had graded 37 rough drafts and 62 exams. Mission accomplished. It always feels good to see the number of messages in my inbox drop as grading commences.
I read an article a while back that gave some reasons why folks are putting butter in their coffee.1 I use Kerrygold Irish Butter anyway because it is all natural; so, I thought I would give it a try last week. I really didn't notice any changeable differences Tuesday or Wednesday. But by Thursday, I noticed something was happening. Indeed, I believe the buttered coffee did turbo charge my brain. It seemed that grading was not as much as an effort and I was able to concentrate on what I was doing despite of the routine distractions. Today, as I share this, I have been adding a teaspoon of butter to my morning coffee and a teaspoon to my evening decaf. So, yes, I am slowly becoming convinced it's maybe a good thing.
Ah, then my new activity - poking the bear. Poking the bear means you are doing something that you know will get a reaction - potentially bad - for something you are doing. And I'm doing that very thing. The parking lot for the apartment complex I live in has one assigned spot for each townhouse and a bunch of visitor parking spots. A few weeks ago, I began parking up the hill, about half of a soccer field away from my abode. I do this because adding the extra steps in helps me in my fitness goals.
My next door neighbor has decided that the visitor's spot next to my assigned spot would be the ideal spot to park his third vehicle - but the rules of our complex say that at most, we can only park two vehicles on the premises. And rather than talk to the management about his third vehicle, he has told them it is my third vehicle. So, Saturday, when the apartment leasing company contacted me about the third car. I had two options: have it towed away at my expense OR I could pay $75.00 fee and then an additional $20 per moth for a third spot. The maintenance man who told me this was very apologetic, knowing it was not my car. But he had his orders from the apartment leasing company and the rules are the rules.
I told them I had no interest in moving it; they could go ahead and tow it. And Sunday morning, that's just what happened. They towed it. Fast forward to this morning. I get a knock on the door from the neighbor who had told the front office his third vehicle was actually my third vehicle. He began yelling about not being a good neighbor and how I should have covered for him "just this once." I told him that when he told the front office it was my car, he pretty much told them that I was financially responsible for either the towing or the parking fees. So, since I do not want to spend the extra money on his car, I chose to tell them to just tow it.
So, I spent the rest of Sunday playing video games, grilling steaks and chicken, and jamming to good music.
His wife thought the entire thing was funny. As he demanded I pay for the towing, I reminded him that he was prepared to have me pay for his parking fees. He then backed off and told me that if I were really going to be a good neighbor and example to my child, I needed to pay the towing fee. At that point, his wife stepped up, told him to quit being a jerk, and to take his lumps. The maintenance man, seeing what was happening, joined in the discussion. He told the man that if the car was really mine, it wasn't a big deal. But that since it wasn't, it was up to him - the car's legal owner to take responsibility for the car, admit he messed up (and lied about it last week), and pay the fees and towing. It literally took the manager and a police officer showing up before the idiot calmed down. Oh, and he now has a $45 (U.S.) towing bill plus a ticket from the police for $75 for breach of peace. It wasn't until he was threatened with arrest he decided to change his attitude. Oh, and as a side note - it was his wife who called the police.
1 I included the link where I read the article so you would not think I am crazy.
-
Life on the university campus:
(Fall semester 2020, Third posting)Wisely investing my time, childish behavior from university students, and a cup of hot tea:
For the past two semesters at the community college I teach at, nearly every course has been focused on the introductory world civilizations. There has been two main world civilization courses I have taught at the community college since 2017:
- World Civilization to 1500
- World Civilization since 1500
There are a few things I have noticed about teaching these courses in a mostly Rural American area. Remember, I am not from the area and because of my father's career in the U.S. Army, I grew up in various places around the world. I also spent eight years in the Army and was stationed in various places outside of the continental United States and in various places inside the U.S. I have a perspective on world history not shared by many in this area. See, many of my students have never ventured out of the Nashville-Saint Louis-Louisville-Indianapolis area. They have very limited interactions with anyone not from the U.S. Most of them are very familiar with the Judaeo-Christian set of beliefs and while they will demand tolerance for their views rarely do they act with tolerance for others.
In a recent assignment for the World Civilization to 1500, I assigned a few readings such as Hindu Beginnings: The Rig Veda and the Bhagavad Gita, Buddhist Teachings: noble truths and guidance for daily life, and The Beatitudes from Matthew 5:3-12 and Luke 6:20-23. Unfortunately, the comparison of the three sets of teachings were lost on almost all of the students in the course. From a historical and philosophical view, each of these three religious and philosophy systems have a lot of similar - if not identical - teachings. The assignment was to compare each of them and explain how each was attempting to create an ideal society while acknowledging the failures and difficulties of human society. I've used this assignment for ten years - and this is the first semester where most of the students ignored the comparison elements and focused only on what they thought they knew. A Saturday afternoon grading nearly sixty responses left me disillusioned about how I spend my time.
At 50, there are things I still do not know about this world of ours. I am still a student of life - I enjoy the ability to learn. I have e thirst for understanding the world around me. I often find myself frustrated that as of the past five years, many of the students I encounter do not have that desire. They simply believe all the learning they will ever need takes place in a classroom and have no desire to be the schoolmaster of their mind. Ten years ago, I would encounter ten students out of a hundred who loved learning. Today I would venture to say it is closer to around three students out of a hundred. It is maddening and sad at the same time. And it has me questioning why am I wasting my time teaching at both a community college and a university when most of the students I teach aren't concerned with learning but by getting out of the course with the highest grade possible and with the minimum amount of work.