Jeff Ricker's message about teaching goals, missions, and rewards was
thought-provoking, to say the least. Thanks, Jeff. Your message
reminded me of a quote that I read in Reader's Digest several years ago
(but unfortunately, I cannot tell you the author):
"There are two ways to slide easily through life: to believe everything
or to doubt everything. Both ways save us from thinking."
Currently, I am undergoing a review of my accomplishments in which my
college will decide whether I'm worthy of continuing appointment. As I
assemble my portfolio, I am faced with a question that we have discussed
on TIPS, and also one that Jeff implictly asked. Exactly how do we
document successful teaching? Length and/or detail of syllabi? Student
evaulations? -- goodness knows that they are fraught with difficulties.
Letters of appreciation from students? -- which can be far and few
between (see Jeff's message). Grade distributions? (normality,
skewness, etc.) My personal mission statement? All of the above, none
of the above, something other than the above....!
I agree with Jeff when he said that we should avoid emotional and
illogical thinking as we plan our teaching goals and measure their
outcomes. But what other profession is quite like this one? Low
status, low pay, few tangible rewards, much criticism...YET requiring
tangible evidence of positive outcomes. Is it any wonder that a bit of
"magical thinking" enters into the mix? (Uh oh...Harry Potter again!)
I'd enjoy seeing other TIPSters' "teaching mission statements" (and
mission statements for service and scholarship, as well). Comments?
Dr. Barbara Watters
Mercyhurst College
Erie, PA 16546
Jeff Ricker wrote:
>
> As I read Louis Schmier's recent post, I was very impressed with his
> sense of mission. It then occurred to me that those of us who take this
> job very seriously typically have a sense of mission: we believe that,
> through our teaching, we might be able to change things for the
> better--if only just a little bit. Teaching will not bring us fame or
> money. Teaching is not a profession that is highly esteemed in our
> society (the lack of esteem is especially strong in the academic culture
> that has produced us). Teaching does not often lead to great respect
> from our students. In other words, the traditional kinds of ambitions
> are not satisfied by teaching. Thus, in order to continue to take the
> job seriously, in order to constantly try to become a better teacher, in
> order not to go off and find another line of work, we must have a sense
> of mission about teaching.
>
> But this is where it gets sticky, because each of us has differing views
> about the kinds of changes we believe would make ourselves or the world
> a better place. My goals probably are not the goals many of you have. To
> be more accurate, I imagine that many of you might want to place some
> limits on my goals (but I may be wrong). My teaching goals involve
> facilitating an increase among my students in the use of a rational and
> natural approach to the questions and concerns of everyday life. In a
> perfect world, I would want to see people give up their reliance on any
> assumptions and concepts that point towards a domain beyond the natural.
> In that world, I also would want to see people give up their reliance on
> subjective ways of knowing, especially when these ways are based
> predominantly in emotion and illogic. This view was not the result of a
> sudden insight into the nature of things. Instead, it was the result of
> a gradual evolution in my thinking. As I slowly began to question my own
> supernatural beliefs and the likelihood of achieving a state of
> illumination and enlightenment--a state in which everything suddenly
> became clear to me (that is, an epiphany)--I began to wonder about the
> potentially dangerous paths down which such beliefs and such an
> epistemology might take us. It seemed to me that the approach of
> scientists--an approach that valued attitudes such as skepticism,
> empiricism, and naturalism--would be a better basis for understanding
> myself and the world. This is the goal I have for my teaching: I want to
> help my students to learn to use this approach when thinking about
> themselves and their worlds.
>
> Given that goal, the question then becomes: how can I best accomplish
> it? Louis suggests that self-knowledge is the key. Such self-knowledge
> will transform our very beings--our souls. To be good teachers, we first
> have to find the "truth" in ourselves. We must "crack [our] hard outer
> shell[s] if the delicious meat inside is to come out and be tasted." We
> then will become "spiritually grounded, psychologically sound,
> intellectually informed, and physically fit." This will give the "peace
> of mind" essential for being a good teacher. Louis' "epiphany" led him
> to this "truth" about teaching. And therein lies the problem for me:
> Louis' approach is based in the same irrationalism which my own
> "journey" has led me to forsake. I can not trust Louis' approach because
> it is based on fundamental assumptions and concepts, as well as an
> epistemology (a subjective approach to knowledge development), that I
> find invalid. It is a view, however, to which students are very likely
> to respond. Thus, Louis should be able to point to a great deal of
> evidence that this approach to teaching is a fruitful one: students'
> reactions will be very positive. But again, this is because students are
> very likely to accept the same irrationalism (a strong Romanticism
> running through American culture) that inspires Louis' thinking. This is
> the irrationalism I wish to reduce in my courses.
>
> I still have not figured out how best to achieve my ultimate teaching
> goal. As my teaching continues to evolve, I probably will develop
> procedures that work better. Of one thing I am relatively sure: I doubt
> that I will ever feel as certain that my approach is the correct one as
> Louis apparently feels about his. Such is the bane of a scientific
> approach.
>
> Jeff
>
> --
> Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213
> 9000 E. Chaparral Rd. FAX Number: (480) 423-6298
> Psychology Department [EMAIL PROTECTED]
> Scottsdale Community College
> Scottsdale, AZ 85256-2626
>
> "The truth is rare and never simple."
> Oscar Wilde
>
> "Instead of having 'answers' on a test, they should just call
> them 'impressions'. And, if you got a different 'impression',
> so what? Can't we all be brothers?"
> Jack Handey
