I'd like to interject a slightly different perspective here, if I may.
I have found that one of my biggest challenges in making the
transition from student to teacher is in managing my
expectations in student work and my "pitch" of information
during class. Anyone who is teaching at the university level
was never an "average" college student. The perspective
we all have about how much work and mastery is ideal
(or acceptable) is likely affected dramatically by our own
experience, work ethic, and our memory for our own efforts as
students. Cognitive psychologists have shown over and over
again that our memories for the past (and for our own personal
experiences, attitudes, knowledge etc.) are STRONGLY
influenced by our present perspective and context. Thus, I
would suggest that many if not all of us have a slightly inflated
view of our own college work ethic and our own state of
knowledge and skill at that level.
That said, I think there's a fine line between "dumbing down"
a course and appropriately pitching a course given the
audience. I've changed my courses since I started teaching;
and yes, they're slightly "easier" now. However, I truly think
that right out of grad school my expectations for undergraduates
were a bit too high. Make no mistake, I still push students
to work hard and excel, and not everyone does well in my
courses, but I think the adjustments I made have made the
class experiences better for everyone involved.
Comments?
-Mike
*****************************************************
Michael J. Kane
Psychology Department
Georgia State University
University Plaza
Atlanta, GA 30303-3083
phone: 404-651-0704
fax: 404-651-0753
email: [EMAIL PROTECTED]
"It is morally as bad not to care whether a thing
is true or not, so long as it makes you feel good,
as it is not to care how you got your money as
long as you have it."
-- E.W. Teale
