Category: teaching

As I sit here in the pre-dawn hours at my in-laws’ home in Biloxi, sipping my coffee in the dark, listening to nearly a dozen relatives snoring (mostly) quietly, I began to reflect on Thanksgiving and what it means to me. And inevitably, I started making connections between this traditional large family meal and my college classes. Why? I don’t know. But it popped into my head, so I went with it. I started thinking . . . what has Thanksgiving dinner taught me that has made me a better professor? And this is what I came up with.

Turkey: The best turkey I ever had was a deep-fried one. Mmmm. But boy oh boy can deep frying a turkey be a dangerous task. In my classes, sometimes I like to walk on the edge a bit with our discussions. I must always remember to keep the metaphorical fire extinguisher nearby, just in case of explosions.

Cranberry Sauce: It doesn’t all need to be sweetness and light in my classes. I can be tangy/tart and get some points across even better. I just need to watch for my snark level getting too high.

Dressing / Stuffing: Just like some folks prefer stuffing (cooked inside the turkey) and others prefer dressing (cooked outside), my students have preferred learning styles. If I want them all to learn, I need to offer both.

Rolls: At our house, the rolls were often an afterthought. Sometimes we baked them halfway through the meal and served them almost at the end. Great teaching ideas sometimes crop up last minute, too.

Gravy: The first time I had Thanksgiving with my in-laws, I saw my soon-to-be mother-in-law making hard-boiled eggs. When I asked, “What are the eggs for?” she looked at me quizzically and said, “For the gravy, of course.” It was that day that I learned that some of my preconceived notions about how things should be done were way off base. The gravy — hard-boiled eggs, gizzards & all — was wonderful. Sometimes I need to add something a colleague suggests, something that may seem off-base to me at first, into my classes just to mix things up a bit.

Green Bean Casserole: Has there ever been a tastier, yet less attractive, side dish? Sometimes the methods I use in my class may seem a bit slopped together, but I promise there is a method behind the madness, and it will all come out “tasting” wonderful in the end.

“Uncle Oscar”: I think everyone has that one relative — we’ll call him Uncle Oscar here — who you invite to dinner knowing full well he will attempt to monopolize the dinner conversation.  Consider making placecards and assigning seats for dinner. Whoever had the pleasure of sitting near Uncle Oscar last year gets to sit at the opposite end of the table this year. And in class, when I have an Uncle Oscar — the student who feels compelled to answer EVERY question I ask — I do my best to ask questions in a way so that Uncle Oscar doesn’t get the opportunity to answer first, at least. For example, I may say, “Let’s hear from two or three people who went to high school outside of the state of Florida,” knowing full well that Uncle Oscar is a local boy. Or “Let’s hear from the last person to take his or her seat in class today.” And many times, I’ll have whoever has just answered a question choose who answers the next question. This helps us hear from more voices and learn from more points of view than just Uncle Oscar, no matter how smart or sweet he is.

Black Olives: As I was growing up, my mother would always open a can of black olives and leave it in the fridge before Thanksgiving dinner. It always brought us into the kitchen so we could snitch an olive or two while she was cooking. Similarly, I leave a basket of candy in my office at all times. (I’m not confident my students share my affinity for black olives!) Some of the best conversations I have with my students are when they just happen to pop by for a Fireball, Nerds or a Snickers bar.

Dessert: My favorite part of Thanksgiving dinner is eating pie for breakfast the day after Thanksgiving. In my classes, I like starting with the fun stuff first, especially when the previous class (meal) was a bit on the heavy side.

Leftovers: With every Thanksgiving dinner, at least every Nixon one, comes leftovers. Lots and lots of leftovers. Well, we often have planned-overs (we cook extra of some of the food with intentions of having it for another meal later.) I frequently give students bite-size chunks of information on one day that I intend for them to repurpose another day in class. The key is getting them to remember the information from the previous day. If anyone has tips for this, please share!

So what has Thanksgiving dinner taught YOU about being a better professor — or better student?

As a college professor — and a parent — I’ve long realized that it’s important to use relatable pop culture examples when talking with people, especially when the people are significantly younger than I am. If I tell a student to stop acting like Horshack in class today, I am met with the sound of crickets; 25 years ago, my students knew exactly what I meant.

Tom McBride and Ron Nief, two professors from Beloit College, have made it easier for folks like me to realize what’s going on in the minds of today’s college first-year students, at least in the United States, with their annual Mindset Lists. Just a few hours ago, McBride and Nief released the Mindset List for the Class of 2015. Below, I’ve cherry picked a baker’s dozen of my favorite items from the list. You can find the entire list at the Mindset List website.

• They “swipe” cards, not merchandise.
• Amazon has never been just a river in South America.
• Some of them have been inspired to actually cook by watching the Food Channel.
• Jimmy Carter has always been a smiling elderly man who shows up on TV to promote fair elections and disaster relief.
• Unlike their older siblings, they spent bedtime on their backs until they learned to roll over.
• Music has always been available via free downloads.
• All their lives, Whitney Houston has always been declaring “I Will Always Love You.”
• O.J. Simpson has always been looking for the killers of Nicole Simpson and Ronald Goldman.
• Life has always been like a box of chocolates.
• The Rocky Horror Picture Show has always been available on TV.
• Video games have always had ratings.
• McDonald’s coffee has always been just a little too hot to handle.
• They’ve often broken up with their significant others via texting, Facebook, or MySpace.

I encourage you to go take a look at the entire Mindset List for the Class of 2015; you just might find some ideas in there that will help you relate to today’s first-year student.

Be prepared for a short rant.

As has happened more than once this semester, students have shown up for class unprepared. Though I don’t like it, I halfway expect a small handful to not have completed the assignment that they were given. But this time, I was taken aback. In a class of 20, only four (FOUR!) had listened to the assigned podcast and written about it before class time. (NOTE: They should have listened to the podcast last week and blogged about their reactions no later than midnight on last Saturday night.)

When only 20% of a class is prepared to discuss a topic, the entire class loses. Many are disappointed, including those who WERE prepared for the discussion and their professor. And more importantly, learning is diminished.

Part of my job as a college educator is preparing students for careers after college. So how does it affect you, Dear Student, when you choose not to prepare yourself before a meeting? Here are a few ways:

• You lose time. . . your own time and the time of others who must regroup because you did not have your deliverable ready on time.
• You lose the respect of others who were counting on you, your co-workers, your boss, your client . . .
• You may lose the business of a client who was counting on you.
• If it happens more than once, you may even lose your job.

In what other ways does showing up unprepared affect individuals and organizations? I’d love your input. And thanks for “listening” to my rant.

[* UPDATE: One of my students from another university noted via Twitter that it looks like I am calling students “losers” in a public setting. I can definitely see how that might appear, especially if reading only the title of the blog post. My intent in this post wasn’t to name-call or embarrass, but instead to highlight something that’s relatively easy to fix and that will definitely impact students’ careers once they leave the confines of a college classroom.]