Staff and faculty fronting travel expenses to a conference, particularly national-level conferences where we proudly present good work and research?
That’s a bogus rule.
I’m grateful that my College works with me to get a travel advance because otherwise I wouldn’t be able to share our work or learn from others how to tune-up our practice.
The assumption that staff and faculty have a line of credit or cash on hand to pay in advance is assumptive, and clasist, and more deeply boxes more than a few out from participating in conferences and, arguably from (doing) and sharing the outcomes of the good, great work.
This rule is bogus because the folks working with our students, watching our students, learning about them and using what they learned to impact student success ((contentment and achieving their intended goals)) are SYSTEMICALLY not invited to the party.
Updating the presentation below and prepping to share as one of ten invited sessions of NASPA’s Assessment Knowledge Community at the annual conference in a few weeks.
We are thrilled to share this important story–of how we are (slowly and intentionally) building a culture of assessment of co-curricular learning at our college.
Presentation given on March 13, 2015 at the Northeastern and Northwestern Illinois Association of Collegiate Registrars & Admissions Officers workshop, “Building Relationships for Student Success” held at the picturesque Wheaton College.
The theme of the presentation focused on recognizing the way(s) Student Services Personnel serve as educators. It also problematized the use of war and medical discourse e.g., front line, triage, and metaphors when discussing the work of student affairs professionals.
Red puckered lips
plant a single kiss on his stubbly chin.
The chosen one.
Elected from a crowd of thousands.
She puts their brilliant love on display.
Limbs dance exotic numbers,
painted up in glamorous shades,
gold, tangerine, rust.
A lady’s temporal passions
divesting him with from tip to toe.
Soon all the poplar gents will know,
she’s the reigning Queen.
Watched a talk by @paulgordonbrown who makes reference to various metaphors students used to describe their digital selves. Horcruxes were mentioned. That’s pretty neat! The talk was part of the 2015 NASPA Conference. See it via YT: https://youtu.be/J7LOXApAuqw
My brother Alan aka @cogdog recently blogged “The Vague Line” wherein he problematized what he (myself, and others I’m sure) believe to be a false dichotomy between the “reality” of online and offline friendships.
Alan also succinctly took on the issue of his own on and offline identity. He wrote
… I am ready to drive a stake into the notions of “online” vs “offline” states of being; such differences don’t exist for me anymore- I am one Alan, not some frankenstein sewed together personality, and I float fluidly on the bits and atom states of the world.
The line is so vague, for me it is gone.
I agree fully with brother Alan. I have always felt this way. I am one GNA.
Sometimes I get a little pinch or even burnt for being audacious, critical, or just plain stupid. Most of the time my authenticity is…
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Mr. Jackson (leader, comrade, and dear friend) and teacher of an open, online high school philosophy course in BC, brought back to the forefront of a long-term, over-arching conversation in #philosophy12 the presence-absence of non-Western, Female, Other perspectives and scholarship in the field of Philosophy.
From the #philosophy12 course blog Bryan wrote: Diversity in Philosophy: It is my hope that in our current semester of philosophical inquiry, we move beyond this inclination toward ‘tokenism,’ and delve into different traditions of knowing beyond those dominant here on the western shores of North America. I am curious though:
- How have others confronted this problem of modern philosophy?
- Are there in-born limitations in trying to comprehend cultural norms too far outside of our own?
- What attitudes, approaches or processes might help challenge us to move beyond our own cultural perspectives?
Me: The follow-up questions here are great Bryan, so I’ll bite. Yesterday I googled “Why teach philosophy?” and ran into a piece in the Atlantic: “Why Study Philosophy? ‘To Challenge Your Own Point of View'” An interview with Rebecca Newberger Goldstein, author of Plato at the Googleplex
[In the interview she is asked: What changes in philosophy curriculum have you seen over the last 40 years?]
“One thing that’s changed tremendously is the presence of women and the change in focus because of that.” (RNG)
further investigation lead me to a podcast with this modern, female philosopher discussing the her book and so on.
Rebecca Newberger Goldstein — philosopher, author, and Genius-grant recipient — returns to the Rationally Speaking podcast to discuss her latest book, “Plato at the Googleplex: Why Philosophy Won’t Go Away.” Rebecca, Julia and Massimo argue over the value of philosophy in modern science, and whether it makes sense to designate “experts” in ethical reasoning.
Finally, because I haven’t read the book, but now I’m really curious, I searched out a book review of her book. In April, the Washington Post reviewed the book summing it up with:
“In “Plato at the Googleplex,” Rebecca Newberger Goldstein set out to showcase, in sometimes startling ways, the continuing relevance of a classic philosopher. But what’s remarkable is that she actually brings off this tour de force with both madcap brilliance and commanding authority.”
I realize my reply is not philosophizing on the next-level questions Bryan posed. Instead it responds.
“How have others confronted this problem of modern philosophy?”
I dig in.
I find a new-to-me voice, an alternate choice, and then I keep learning–listening, reading, contemplation.
At times, the best way to share how I feel when I think about feeling is to show a product of that. This art evidences my most tender feelings working to be born, recognized, and acknowledged. Once my feelings are born into words, I attempt to make sense of them through contemplation and liberation–I write them down and mail them to a friend.