Norman, your love for the topic of this post oozes off the page!
My contribution to #20: I like to share HOW I learned about my beloved topic. This teaches the students how to pursue deep knowledge of a subject that interests them...how to seek knowledge...how to go beyond what is expected of them. I share my own journey of learning about my subject and in doing so, I demonstrate a model for their own pursuits. Like the saying goes..."Don't tell them, show them."
Norman, this is a fantastic and much-needed piece. Your core argument, that a professor's genuine, demonstrated love for their subject is the most powerful teaching tool deeply resonates. The story of Dr. Gerberding is a perfect illustration; many of us have likely had a similar figure who ignited a passion through their own infectious enthusiasm. Thanks for articulating this so clearly and reminding us what truly matters in education.
Thank you, Colin. I have been wondering why this facet of teaching has not received more attention. I don't claim to be an expert on the research on teaching in higher ed, I haven't seen it discussed much. Do you have any idea why? While I was writing, I entertained the following possibilities:
1. If you see education as skills-based in preparation for a career, maybe the professor's motivation doesn't matter for transferring skills.
2. Maybe the student's motivation to "learn" is supposed to come from their interest in a certain career more than the professor's love of a subject, which may seem irrelevant unless the student is pursuing a career as a professor.
3. A faculty member's love of a subject is hard to quantify or assess in a teaching evaluation. Most of my negative teaching reviews will concede that I manifest a love of learning but that my tests are too hard, my assignments are too long, and I don't provide enough accommodations (e.g., late assignments, makeups).
4. Higher ed is analogized to all other fields with higher production values and advanced technology.
Thanks for expanding on that, Norman – it's a puzzle indeed! All four of your possibilities seem very plausible and likely contribute. The difficulty in quantifying it (#3) and the prevailing 'skills-first' mindset (#1/#2) definitely seem like major factors. Perhaps another layer is that discussing 'love' feels too subjective or 'soft' for academic discourse that often prioritizes detachment or specific methodologies?
It might also be unconsciously bundled into negative stereotypes of the 'sage on the stage,' even though your essay clearly shows it's about authentic connection, not performance.
Maybe some educators simply get burn out. The effort day in day out can be exhausting, the hours of prep and then delivery can take there toll.
I also find there are many 'generalists' and this can problematic that they do not fully love the speciality they are teaching?
Above all, I am first and foremost grateful to the students for listening and the faculty for engagement and I always take a huge amount of enthusiasm (entheos God within) to the lecture / project sessions.
Many factors at play. Definitely food for thought!
Norman, your love for the topic of this post oozes off the page!
My contribution to #20: I like to share HOW I learned about my beloved topic. This teaches the students how to pursue deep knowledge of a subject that interests them...how to seek knowledge...how to go beyond what is expected of them. I share my own journey of learning about my subject and in doing so, I demonstrate a model for their own pursuits. Like the saying goes..."Don't tell them, show them."
Very well said. This is also an experience they can’t get by engaging with an AI Chatbot, at least not an authentic experience.
Norman, this is a fantastic and much-needed piece. Your core argument, that a professor's genuine, demonstrated love for their subject is the most powerful teaching tool deeply resonates. The story of Dr. Gerberding is a perfect illustration; many of us have likely had a similar figure who ignited a passion through their own infectious enthusiasm. Thanks for articulating this so clearly and reminding us what truly matters in education.
Thank you, Colin. I have been wondering why this facet of teaching has not received more attention. I don't claim to be an expert on the research on teaching in higher ed, I haven't seen it discussed much. Do you have any idea why? While I was writing, I entertained the following possibilities:
1. If you see education as skills-based in preparation for a career, maybe the professor's motivation doesn't matter for transferring skills.
2. Maybe the student's motivation to "learn" is supposed to come from their interest in a certain career more than the professor's love of a subject, which may seem irrelevant unless the student is pursuing a career as a professor.
3. A faculty member's love of a subject is hard to quantify or assess in a teaching evaluation. Most of my negative teaching reviews will concede that I manifest a love of learning but that my tests are too hard, my assignments are too long, and I don't provide enough accommodations (e.g., late assignments, makeups).
4. Higher ed is analogized to all other fields with higher production values and advanced technology.
Thanks for expanding on that, Norman – it's a puzzle indeed! All four of your possibilities seem very plausible and likely contribute. The difficulty in quantifying it (#3) and the prevailing 'skills-first' mindset (#1/#2) definitely seem like major factors. Perhaps another layer is that discussing 'love' feels too subjective or 'soft' for academic discourse that often prioritizes detachment or specific methodologies?
It might also be unconsciously bundled into negative stereotypes of the 'sage on the stage,' even though your essay clearly shows it's about authentic connection, not performance.
Maybe some educators simply get burn out. The effort day in day out can be exhausting, the hours of prep and then delivery can take there toll.
I also find there are many 'generalists' and this can problematic that they do not fully love the speciality they are teaching?
Above all, I am first and foremost grateful to the students for listening and the faculty for engagement and I always take a huge amount of enthusiasm (entheos God within) to the lecture / project sessions.
Many factors at play. Definitely food for thought!