I received my first non-student ID card from Ball State University (the top ID shown to the left) when I started teaching full time in August 2010. The card served me well for nearly a decade and a half. I had to replace it a few days ago (the bottom ID shown to the left), due to BSU upgrading the card readers for some of the rooms in the building in which I regularly teach. The technology changed, and my original card no longer granted me access to the rooms. Since I was allowed to keep my original card, it provides me the opportunity to compare the two.
What do you see when you look at these two ID cards? There’s an obvious difference in card design. When comparing my two photos, I see that my hair has turned silver (that sounds more sophisticated than gray) and is considerably longer. My eyeglasses have changed as well. I was dressed a bit more formally when the new card's photo was taken than I was for the original. On the surface, that’s about it.
But there are other differences hiding below the surface! What’s not obvious from simply comparing the two cards is how I’ve changed in other ways. When I look at the new card, I see a teacher and mentor who has transitioned from…
- Being a “sage on the stage,” to being a “guide on the side.”
- Using lecturing exclusively, to using flipped classroom and active learning pedagogies, as well as discussion-based pedagogies.
- Using a “pile of points” grading system where everything was worth points, to using Specifications Grading where there are no points.
- Being very teacher-centered, to being very learner-centered.
- Being very strict with course policies, to understanding that “life happens” and providing grace is a much better thing to do.
- Imposing penalties for late assignments, to having no penalty imposed for late work because life gets in the way, and people learn at different speeds.
- Giving learners one chance to get their assignment correct, to allowing them to rework and resubmit their work until they have it correct, demonstrating their learning.
- Thinking that grades are meaningful, to realizing they are arbitrary and get in the way of learning because learners focus on earning the points rather than learning.
- An anxious, "can I really do this!?" Instructor, to a confident Senior Lecturer.
- Someone who sought advice from others, to someone whose advice is sought. (Although, he still seeks advice from others on a regular basis!)
I also see someone who…
- Created and taught five new courses, some multiple times.
- Created and led a three-week field study for learners who traveled in England, Scotland, and Ireland.
- Continuously seeks ways to improve diversity, inclusion, and equity in Computer Science and elsewhere.
- Published more than 70 book chapters, journal articles, conference proceedings, trade magazine articles, and white papers, and presented well over 60 times at international, national, and regional conferences.
- Serves as the coordinator of the CS 120 All-section Art Show every semester, an event he created twelve years ago to promote the department and recognize learner accomplishment.
- Serves as a mentor to new faculty.
- Mentored twelve Immersive Learning courses which had a positive impact on the community.
- Serves on multiple college and university committees.
- Delivered the address at a summer BSU commencement.
- Was recognized with multiple awards.
Reflecting on all of this, apparently more than just the color and length of my hair has changed. Very little of it seemed like a big change at the time, however. Much of it has been a gradual change over time. How have you changed in the last 15 years? What items would be on your list?
