Response to Seas

In Kristen Seas’s “Writing Ecologies, Rhetorical Epidemics,” the spread of ideas between and within social groups is compared to an epidemic, as previously discussed in other cited writings. The creations of the rhetor take on a life of their own once they are offered to the public, and the most successful of them develop characteristics… Continue reading Response to Seas

Questions for Serenity

How varied is the administrator perspective from the student perspective? Is it easier or more difficult to detect problems, develop solutions, and create change as an administrator? What are the best strategies for pairing with students to make a difference? Should employees take more of an advising role, or should they stand alongside students in… Continue reading Questions for Serenity

Questions for Teddy

The Barnhardt piece describes situations in which students have used their inside knowledge of their own campuses to navigate the formal channels of protest and progress. How have you used Transy’s existing modes of adaption to make your own difference? How does one avoid discouragement, even when it seems like all roads to progress have… Continue reading Questions for Teddy

Stakeholder Investigation

With this project, the stakeholders are all administrative personnel who participate in judiciary, complainant, and regulatory meetings with students. In particular, Dean Bryan, as the academic dean, and Chief Muravchick, the head of the Department of Public Safety, are main stakeholders, with the other deans and administrators (Dean Covert, Dr. Sheilley, President Carey, and all… Continue reading Stakeholder Investigation

Project Proposal

It is without a doubt that Transylvania professors are highly qualified and knowledgeable in their fields. For the most part, they are published, renowned academics who have little equal in the American college landscape. However, on the road to accumulating accolades and Ph.Ds, some professors have unfortunately not had time to learn the nuances of educational practice and theory. Despite being incredibly prepared to pass on their knowledge of their content area, pedagogy seems a struggle to some. In my history as a student seeking teaching certification, I have heard about other faculty approaching the education professors for classroom advice. By constructing a formal venue for this advice as well as addressing the widespread devaluing of education faculty and students, all members of the campus community can benefit.

The issue affects students, who are not getting the most optimal classroom experience, non-education professors, who are not reaching their pedagogical potential, and the education field, which is consistently devalued in higher ed. The impact is all-encompassing, yet the potential is equally as broad. In order to improve the outlooks of all affected parties, a workshop would be created and held at the end of May Term for all interested professors to introduce and create a foundation for continued study in educational theory for non-education faculty. Shorter workshops, the certain willingness of education faculty, and our efforts would make completing the project in a timely way possible. The education staff would be granted control over these workshops and would have ultimate control over content, speed, and potential for future sessions. Potential topics to cover could include fair grading (including the impact of zeroes), diverse learning styles, takes on testing, differentiation in the classroom, and optimal practices for group work. This would be advertised, partially planned, and organized by us activists. Our goal is to break down the stigma surrounding the supposed feminized, matronly, intellectually-underdeveloped education field and to increase efficient epistemological implementation in the classroom.

This is an issue that, directly or indirectly, affects each of us. Although we would agree that Transylvania professors are above the rest in empathy, passion, and preparedness, none are too proud to deny themselves the chance at improvement. Not only would performance in classes benefit from these simple yet stimulating workshops, respect for peers around campus would delightfully swell.