A recent article in the Chronicle offers what may be a needed reminder about the importance of advising and the role it plays in fostering a sense of belonging for students. Aaron Basko, who previously worked at Salisbury University and is now assistant assistant vice president for enrollment management at the University of Lynchburg, wonders whether we have gotten student success “completely backward.” In our efforts to apply “complex technocratic approaches” to the problem of student retention, Basko writes, we forget to consider what makes students stay.Continue reading
In this final blog post on care in the academy, I want to highlight Wofford College’s self-care pedagogy workshops for instructors who teach incoming students in their first semester at the college.
This work, funded by our 2020 NetVUE Program Development Grant (entitled Self Care Pedagogy for First-Year Students), supports sustainable practices for both students and instructors. Instructors applied to participate in our workshop. The opportunity to create and implement professional development began with a vision and these guiding questions:
- How do we take the concept of care beyond the superficial aspect of “self-help” genres?
- How do we move self-care to deep care and sustain that care in our vocations and in our lives?
- Do we have the audacity to add care to our professional development and to our classrooms?
A recent piece in the Chronicle (“We’re teaching grit in the wrong way,” March 18, 2018) suggests that by focusing on the development of self-control, we are missing the importance of the cultivation of virtues such as compassion and gratitude as these may go further (or is it deeper?) in helping students achieve the needed “grit” to succeed in college and beyond. The author, David DeSteno, is a professor of psychology at Northeastern University who works on “the science that underlies human virtue,” and the piece seems to promote the key claims of his new book, Emotional Success: The Power of Gratitude, Compassion, and Pride (Houghton Mifflin Harcourt, 2018). Not surprisingly, given his discipline, DeSteno’s analysis emphasizes the psychology of self-control, yet in nudging us to consider gratitude and compassion something even more fundamental (or is it more encompassing?) seems to be missing. In DeSteno’s hands, developing strong interpersonal relationships and the ability to cooperate helps ensure “long-term success.” Students will have increased perseverance as well as a reduction in stress and loneliness and “enhanced well-being” when they can work toward a long-term goal.
Does the content or substance of the goal matter? What are they working toward? And why? Continue reading