Effective teaching is not standardized teaching

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There was a comment on a recent post that I’ve been chewing over for the past week, that gets at the heart of what’s (I think is) ailing effective STEM teaching.

This person was explaining why they had been tenured for a decade and now are choosing to leave the professoriate. Among other reasons, they were explaining how their university is expecting them “to deliver standardized experiences to a lot of students.”

I feel like this short statement is replete with experiences, assumptions, problems, and truth that deserve some exploration. (A younger me might have said that this statement needs to be “unpacked” and thank goodness I’m not that person now.)

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Building and maintaining friendships as an academic

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I just made a few new friends, perhaps.

After more than two years of pandemic-induced isolation, I had the privilege of a week of quality in-person time with fellow Earth Leadership Fellows last week, and so many were just wonderful human beings. The experience was highly valuable and I learned from everybody. Having gone through this experience, it makes sense to me how so many of the former fellows (not to mention the current ones) are among most impactful and visible scientists working on critical environmental issues. We’re gaining skills and perspectives that will help us do work that will actually change things. You’ll probably hear more from me about that stuff later, but now I want to talk about the friend thing.

I think one of hardest parts of being an academic is the expectation that you move, often huge distances, several times throughout your professional development. You get close to people, and then you move. What do we do with those roots that we grow? Do we box them up with a root ball and hopefully they’ll survive a transplant? How many of us are just potted plants moving around, never putting roots into the ground?

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On the exodus of faculty

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A lot of folks, with tenured positions, are choosing to get out of the university game to do other kinds of work. A recent issue of Nature has a particularly strong piece of journalism that dives into “the great resignation.” This article has resonated with a lot of people. Perhaps we’ve only seen the the above water portion of this iceberg.

In my university, I can think of some recently-tenured faculty members who have stepped out for jobs in consulting, industry, and funding agencies. These were people who were good teachers, productive researchers, and appreciated by their colleagues. Who enjoyed their students. From where I sit, this leaving-professoring-for-another-kind-of-job is a very real thing.

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