Author Archives: kslettedahl1

Research Project: Jessamyn Neuhaus

Posted on by

Keith Slettedahl 

Professor Weaver 

English 1102-322 

25 April 2022 

 

Early on in her higher ed teaching career, Jessamyn Neuhaus – author and professor of Pop Culture and Scholarship of Teaching and Learning (SoTL) at SUNY Plattsburgh – was faced with an unsettling pedagogical realization: sheer love of a subject did not make of her an effective teacher. As a self-proclaimed “introverted geek,” Neuhaus found that the foundational principles of effective pedagogy, namely the ability to communicate and connect with her students, did not come naturally to her. However, in discovering that her seeming personal deficiencies could be used as pedagogical strengths, Neuhaus has developed a unique teaching and learning philosophy deeply rooted in authenticity, self-reflection, and compassion, and is a distinctive and much-needed voice for both students and teachers in higher learning today. 

In her 2019 article, “My Big Teaching Mistake: Losing Sight of Pedagogical Success,” Jessamyn Neuhaus asserts, “the classroom is a social space and effective teaching requires positive interactions” (103), and studies performed on how students learn support this assertion. James M. Lang – author, professor of English, and Director of the D’Amour Center for Teaching Excellence at Assumption College – in his 2021 book, Small Teaching, states: “Connections to the human beings around them [students] are just as important as the connections that we [teachers] foster for them in the cognitive realm” (159). For Neuhaus and other introverted scholars like her, establishing positive connections with students is much easier said than done, and it was out of this realization that much of Neuhaus’s pedagogical philosophy was born.   

One of Neuhaus’s cornerstone principles of effective pedagogy is the need for authenticity as a teacher. This contention is supported by the director of the Think Forward Quality Enhancement Plan at the University of Mississippi, Joshua R. Eyler. In his 2018 book, How Humans Learn, Eyler acknowledges that authenticity is key in implementing any pedagogical strategy and asserts that educators “need to find a strategy that meshes with our personalities in order for these benefits to be fully realized” (129). Understanding the impossibility of becoming an idealized version of the “perfect teacher” (what she refers to as the “Super Teacher” myth), Neuhaus had no choice but to “be herself,” and eventually found that her apparent personality limitations could be used as pedagogical positives (Neuhaus “Four Ways”).  

For one, Neuhaus believes that learning how to become a more effective teacher is an intellectual endeavor, therefore, perfectly suited to “egg head” scholars who love to “problematize, hypothesize, research, and reflect” (Neuhaus, “Geeky Pedagogy” 12). In addition, Neuhaus maintains that a professor’s authentic, “geeky” enthusiasm for a subject is, far from being a negative trait, an absolute essential component in effectively presenting material to students, and thus, must be celebrated rather than repressed (“Geeky Pedagogy” 12). In How Humans Learn, Eyler concurs: “enthusiasm is one of the most underestimated teaching tools at our disposal” (128). Through embracing her authentic self, Neuhaus finds that she feels more confident in implementing connection engendering strategies such as making eye-contact with students, engaging in small talk before class, and asking questions that don’t pertain to classwork, all of which build personal rapport and approachability- two key components of effective teaching (“My Big” 103).  

Another foundational pedagogical strategy of Neuhaus’s is the practice of self-reflection and introspection. Educator and researcher Dr. Harriet Schwartz, in her 2019 book Connected Teaching: Relationship, Power, and Mattering in Higher Education, proposes “that knowing ourselves is as important as understanding the content of our disciplines” (xiii). Because Neuhaus asserts that “learning is not a static process” and effective pedagogy is an exercise in “learning and re-learning,” she believes a continued practice of self-reflection is essential in maintaining authenticity and measuring the state of one’s pedagogical efficacy within shifting teaching contexts (“My Big” 100).  

One of Neuhaus’s reflective practice strategies is making sure to not just focus on her pedagogical mistakes, but to also acknowledge what she is doing well. She contends that because many educators (scholars who are highly trained at critique) are better at finding problems than seeing positives, intentionally recognizing pedagogical “victories” is a crucial component in maintaining happiness and confidence in the classroom (“My Big” 101). Another reflective method that Neuhaus promotes is the practice of consistent engagement with an energetic community of one’s peers (“Four Ways”). Neuhaus believes that connecting with other academics is essential to recognizing one’s own strengths and weaknesses and emphasizes the importance of educators honestly sharing their pedagogical failures with one another, thus creating a welcoming peer environment where teachers can make mistakes, get feedback, and receive support for improvement (Neuhaus “Super Teacher”). In addition, Neuhaus views the cultivation of gratitude (“an inner attitude that leads to an expression of thanks”) as a vital part of an educator’s reflective practice (“Geeky Pedagogy” 114). Citing psychological and educational studies that demonstrate its positive impact on one’s quality of life, Neuhaus views the incorporation of gratitude into a reflective pedagogy as an indispensable component for improving teaching efficacy and student learning, while “decreasing student related stress and burnout” (“Geeky Pedagogy” 114). 

One more pedagogical theme that underlies all Neuhaus’s writings is the need for greater compassion in higher learning, both for students and fellow teachers. A phrase Neuhaus consistently urges educators and students to remember is: “learning is hard” (“Geeky Pedagogy” 28). Thus, she stresses the importance of treating each other with respect and kindness while empathetically considering the varying challenges that students and teachers might be facing. (“Geeky Pedagogy” 27). 

In How Humans Learn, Joshua R. Eyler states, “the single most important strategy we can use to help our students to succeed in our courses is to care about them as learners and as human beings” (129). For Neuhaus, this means that educators must first make the effort to “know who their students are,” thereby acknowledging that students are dynamic human beings with varying degrees of academic experience, motivation, and ways of learning (“Geeky Pedagogy” 35). Because of this, Neuhaus contends that there is no such thing as a “one-size-fits-all” approach to teaching, and she encourages teachers to maintain an evolving pedagogy to meet changing student needs (“Nerds Assemble”). Moreover, Neuhaus acknowledges that even though students have disparate personal histories, all students in higher ed “are under tremendous pressure,” financial or otherwise (“Geeky Pedagogy” 36), and the compassionate consideration of this fact on the part of educators is essential in conveying to students that they are cared for, which Neuhaus contends is “the most necessary component of a teacher’s pedagogy” (“Nerds Assemble”). 

In addition to the pedagogical care she extends to students, Neuhaus provides a much-needed voice of compassion for her fellow teachers, particularly those historically underrepresented in higher education. Dr. Harriet Schwartz, in her 2019 book, Connected Teaching: Relationship, Power, and Mattering in Higher Education, states: “faculty who hold marginalized identities may not be granted the legitimate power of their positions” (91). Because she realizes that these “disparate teaching realities” have an enormous impact on a teacher’s efficacy, Neuhaus repeatedly addresses these systemic inequities based on gender, race, disability, or tenure that still exist in higher ed, and in her article, “Four Ways to Fight the Super Teacher Myth,” she asserts that “pursuing justice, equity, diversity, and inclusion should be on the top of everyone’s teaching to do list” (website). 

What makes Jessamyn Neuhaus an important figure in higher education can be summed up in two words: she cares. She cares about student learning. She cares about the challenges that teachers face. She cares enough to be authentic and vulnerable in order to teach more effectively, and thus inspires her academic peers to do the same. In a scholarly community full of “experts,” Neuhaus provides a shot of much-needed humility by continually reminding her peers that “teachers will always be students,” and that effective pedagogy begins with the principles of care and connection. But even more impressive is the fact that her work is not just applicable across pedagogical disciplines, but also speaks to universal truths about the challenges of what it means to be human. Because wherever one finds his or herself, in higher ed or elsewhere, it’s important to remember: “learning is hard.” 

 

To Learn more about Jessamyn Neuhaus, follow her on Twitter: @GeekyPedagogy 

Or visit her website: https://geekypedagogy.com 

 

Works Cited 

  • Eyler, Joshua R. How Humans Learn: The Science and Stories Behind Effective College Teaching.    WVU Press, 2018.
  • Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. Hoboken, NJ: Jossey-Bass, a Wiley imprint, 2021.
  • Neuhaus, Jessamyn. “Four Ways to Fight the Super Teacher Myth.” Website.https://onehe.org/wp-content/uploads/2021/10/OneHE_-Jessamyn-Neuhaus_transcript.pdf
  • Neuhaus, Jessamyn. Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerd Who Want to be Effective Teachers. West Virginia Press, 2019.
  • Neuhaus, Jessamyn. “My Big Teaching Mistake: Losing Sight of Pedagogical Success.” Transformations: The Journal of Inclusive Scholarship and Pedagogy, 2019, Vol. 29  Issue 1, p99-105
  • Neuhaus, Jessamyn. “Nerds Assemble Presentation.” YouTube, uploaded by Jessamyn Neuhaus, 31 May 2020. https://www.youtube.com/watch?v=TDZP3CMpdaU
  • Neuhaus, Jessamyn. “Talk Amongst Yourselves: A SoTL Manifesto.” The Common Good: A SUNY Plattsburgh Journal on Teaching and Learning. Vol 3. 2015. https://dspace.sunyconnect.suny.edu/handle/1951/69775

  

Finals Hack

Posted on by

Group 3

Meklit Abera

Colin Wright

Keith Slettedahl

Students feel immense pressure as the semester draws to a close and finals approach. My classmates and I reviewed the many methods we employed to focus on our exams during the previous semester. We all agreed that while studying, we should focus on one subject at a time and not move from one subject to another since our brains might become jumbled if we attempt to comprehend all of our subjects at once. It is easier to start early so that you have more time to finish studying and revising, therefore aim to finish one topic first before moving on to the next. Start with the one that most challenges you, then go on to the next, and don’t forget to give your brain a break.

So one way to do this is to physically separate your subjects into different sections, and if you’re studying outside, bring your specific subject with you so you don’t get distracted. The reason for this is so we don’t get tempted to open another subject if we get frustrated with the one we’re working on.

Reward yourself for achieving a goal in that topic, and last, select a study location that works for you. Experiment with different locations.

Pacific Oaks College Website: SAR Project

Posted on by

Keith Slettedahl       

Professor Weaver 

English 1102-322 

5 March 2022 

 

Pacific Oaks College Website: Summary/Analysis/Response (SAR) Project 

Summary 

         Made evident on the school’s website, Pacific Oaks College seeks a compassionate, inclusive, culturally diverse student body concerned with making a difference in the world. Featuring programs focused around education and human development, Pacific Oaks places an overall emphasis on the importance of community, social justice, and cultural intelligence, and it utilizes the small rhetorical strategy of Purpose and the large rhetorical strategy of Kairos to support its altruistic assertions.  

 

Analysis 

         Throughout its website, Pacific Oaks College uses the small rhetorical strategy of Purpose to persuade prospective students to attend their school. The page lists the school’s four core values as respect, diversity, social justice, and inclusion, and these themes are carried over into all areas of the site to great effect.  

         One purpose in presenting the school’s information in this way is that it establishes that Pacific Oak’s educational goals are not necessarily geared toward the attainment of individual achievement and worldly success, but rather, they are focused on the power of community and service to others. The site makes this evident when speaking to the bachelor’s and master’s programs offered at Pacific Oaks. Though aspects of career growth are certainly addressed, the text is front-loaded with altruistic concerns, and the bulk of the emphasis is placed on how these degrees will enable one to “serve diverse communities in the fields of human development, education, and related family studies” (POC “Mission Statement”). The site also repeatedly emphasizes the idea that community is what provides the foundation of the Pacific Oaks College educational experience and aims to convey to the reader that he or she can be a part of this powerful community that can positively impact one’s education (POC “Community”). The implication is that through service one is fulfilled, through working together the students are made stronger, and that one will benefit by tapping into the school’s community and “we” first mentality. 

         Placing great significance on the principles of diversity and inclusion, another purpose found in the website’s rhetorical approach is to let the prospective student know that he or she, regardless of cultural background, is important, valued, and welcomed at Pacific Oaks College. As part of its “Diversity and Inclusion Statement,” the website states, “We encourage everyone to bring their full authentic selves to our community,” and goes on to promise support and advocacy for all its students “regardless of race, ethnicity, culture, nationality, gender, religion, sexual orientation, gender identity, gender expression, age, marital status, or ability (POC “Mission and Values Statements”). Even when mentioning the many benefits of living in Southern California (the school is in Pasadena, CA), just as much attention is given to the area’s remarkable diversity of cultures as to its beaches and nightlife. Throughout the site, the principles of respect and acceptance of others are mentioned repeatedly, and this effectively creates a welcoming atmosphere. Pacific Oaks wants the reader to know that not only is diversity valued at their school, but it is also viewed as the essential component in preparing students to “thrive personally and professionally in a global society” (POC “Mission and Values Statements”). 

          The final small rhetorical purpose found on the Pacific Oaks website conveys the message that the prospective student is not only valued and important, but also capable of making a real difference in the world. The website reveals that the school’s original goal was to provide a “progressive education that can help the world heal” (POC “History and Impact”), and in its mission statement, declares that Pacific Oaks “prepares students to be culturally intelligent agents of change” (POC). Concepts of “making a difference” and “changing the world” are alluded to all throughout the site, and this strategy effectively connects the reader to a greater purpose and implies that this purpose can be realized by attending Pacific Oaks College. 

         In addition to the use of the small rhetorical strategy of Purpose, and coming at a time of profound world-wide political, cultural, and social division, Pacific Oaks skillfully uses the large rhetorical strategy of Kairos (the timeliness of a rhetorical act) by placing a significant emphasis on the school’s values of inclusion, cultural intelligence, and social justice. The website heavily emphasizes the school’s rich social justice heritage and involvement with social justice movements during a time when the awareness of and concern about such issues has never been higher and presents to the potential student an educational means to make a difference through numerous social work programs. Also, with the current burgeoning global awareness of the importance of cultural sensitivity, Pacific Oaks effectively accentuates their progressive approach to teaching and learning by referencing their “anti-bias curriculum and culturally-centered academic programs” (POC “Social Justice and Diversity”), and stating, “everyone in our classrooms is both student and teacher. Students relate subjects to their own personal experiences” (POC “About”). These examples illustrate to the reader that Pacific Oaks is forward thinking, in touch with the cultural concerns of today, and that ultimately, one’s own unique life experience will be valued and considered at their school. Furthermore, the website addresses what is perhaps the most important and polarizing issues of our time: sexual orientation and gender identity. Plainly, Pacific Oaks declares that “there is a light in each person that is to be honored in everyone,” and that all are welcome at their school “regardless of sexual orientation, gender identity, or gender expression (POC “Mission and Values Statement”). Whether or not the timeliness in the addressing of these issues was intentional or coincidental is unclear. Either way, Pacific Oaks College persuasively presents a picture of a progressive institution with its finger placed firmly on the pulse of today’s cultural and societal concerns.  

 

Response 

         Would I go to this college? In a word, yes. I randomly picked Pasadena’s Pacific Oaks College from a list of Southern California schools because, having lived in or near Pasadena for most of my life, I was surprised and intrigued by the fact that I was unaware of its existence. I’m glad I did because I learned a lot about the school and found many reasons why I would consider attending. For one, as I mentioned, it is in my hometown. Georgia is fine and all, but home is home. (Sigh). But I digress. More important than location, however, is the fact that the school’s overall ethos resonates deeply with me, particularly the spiritual-leaning Quaker values of community, equality, and peace that the school was founded on. In fact, the main reason I went back to college at my advanced age was to study psychology with the primary goal being that I could maybe serve humanity in some small way, so Pacific Oak’s offering of degrees in various Psychology and Human Development programs, as well as the school’s emphasis on making a difference, is right up my alley.  

          From the list of values in our free writing inventory I chose “spirituality,” “compassion,” and “making a difference.” When trying to pick one to tie into this paper, I realized that the three are inseparable, and in fact, you cannot have one without a combination of all three. Going further, I thought about what the word “education” means to me and found that, I could not separate that word from the list either. Is there really a true education without spirituality, compassion, and making a difference? Transversely, is true compassion possible without some form of education? I found it quite interesting that in Cathy Davidson’s “The New Education” talk, she addressed studies done at Google that proved that the most valued skills found in their employees were not technological in nature, but rather, how nice they were and how well they were able to communicate and collaborate with others (Cathy Davidson). This rings true with me, and as is clearly seen in the school’s dedication to inclusion and community, with Pacific Oaks College as well. In my opinion, any type of education that does not address our inherent interdependence is doomed to fail. Now, more than ever, education needs to be addressed from a more holistic perspective, and Pacific Oaks seems devoted to doing just that.  

 

Works Cited 

Pacific Oaks College Website. 2022. https://www.pacificoaks.edu/locations/pasadena/ 

Cathy Davidson: “The New Education” 3.1.18. YouTube, uploaded by Santa Cruz Arts, 

       Lectures, and Entertainment, 11 May 2020, Cathy Davidson: “The New Education” 3.1.18 

Academic Profile of Farrah Rudder

Posted on by

When I asked Farrah Rudder what she likes most about being a college student, she replied, “I live the same thing every day except when I’m in school. I get to be somebody different.” Her academic career is one of self-discovery and determination. In fact, “perseverance” is the word Farrah uses to describe her academic self, and after hearing her story, it’s easy to see why.   

A first-generation college student and the middle child of five siblings, Farrah was born in Chicago, Illinois and moved to Georgia at the age of seven. Because her family moved around so much when she was young, Farrah was forced to change schools frequently, making it impossible for her to find any consistency in her schoolwork or friendships. However, in the summer before 9th grade, Farrah and her family moved back to Chicago, and it was there that she began to blossom as a student. Farrah made school her number one priority, became the top ranked student in her class, and eventually earned a much-coveted Posse Scholarship (a full- tuition scholarship to attend college), beating out hundreds of student applicants from all over the state of Illinois. Unfortunately, her mom decided that the family would move back to Georgia for her senior year, forcing Farrah to change schools (again) and forfeit her scholarship. Disappointed and resentful, Farrah found it difficult to muster the same effort and ardor that she previously had towards school, and after graduation, she did what everyone else in her family had done before her: forwent college and got a job. 

After three years of working non-stop, Farrah felt “stuck” and saw herself going in a direction that was all too familiar. Farrah explained, “I learned from family members what not to do. They were doing nothing with their lives.” Wanting something more for herself, Farrah made the leap of quitting her job, and began, as she puts it, taking the “value out of money.” She applied for and received financial aid, and by the fall of 2019, was enrolled as a full-time student at Georgia State University. After completing her first full semester, Farrah’s self-confidence and enthusiasm were through the roof. Then, out of nowhere, Covid hit. Suddenly, the thing she had worked so hard to attain was in danger of being ripped away. Farrah recalled, “I was devastated. It felt like I’d had the rug pulled out from under me.” Forced to take classes online, Farrah found it difficult to keep up and

Farrah Rudder

Farrah Rudder-Photographer and Date unknown

remain engaged, but to her credit, she endured. Not surprisingly, the class reading that most resonates with Farrah is, “Redesigning College Education: Dismantling Trauma During Covid” by Roshelle Czar. In her article, Czar states, “trauma is centered on an individual experience and can manifest in various ways” ( Czar 2021). For Farrah, the threat of losing her new-found purpose and improved self-worth was indeed traumatic.    

In speaking with Farrah about her college experience, one thing is clear: though getting to this point has not been easy, staying has often been just as hard. At times, the work can be overwhelming, and without much support from family members who have different lifestyles and no college experience, Farrah often feels alone and unappreciated. “They don’t respect how much work goes into being a full-time student,” Farrah said, and for this reason, she hopes to one day live on GSU’s downtown campus to surround herself with the support of other like-minded students. And remarkably, even without much outside support, Farrah is not merely surviving college; she is thriving. As a business major, Farrah earned a 3.5 GPA last semester, and is scheduled to graduate in the spring. She also expresses an interest in one day studying law, and due to her environmental science class (her favorite this semester), she has developed a desire to someday become an environmentalist.  

To hear Farrah talk about her college experience is inspiring; her enthusiasm is infectious. It is obvious that attending college is much more to her than just a means to an end. She likes being out of the house, she likes being around people every day, and more than anything else, she likes the person she is becoming. And though Farrah admits that she is far from a perfect student (“procrastination” was her other academic self word), she’s aware of how far she has come, and I get the sense that she is just getting started. When I asked Farrah what she is most proud of with her academic self, she humbly replied, “I’m just proud to be here.” She should be. 

 

Citations:

  • Rudder, Farrah,  Academic Self Interview. By Keith Slettedahl Jan 26, 2022.
  • Czar, Roshelle, Redesigning College Education: Dismantling College during Covid, 2021 https://hope4college.medium.com/redesigning-college-education-dismantling-trauma-during-covid-97ad3319edbd