Dr. Lisa G. Bullard,
North Carolina State University,
Department of Chemical and Biomolecular Engineering
[January 28, 2014]–
I co-teach a Professional Development seminar for juniors in chemical engineering. This course is an oasis of reflection and discussion in a sea of equations and derivations, and as such, it provides a wonderful opportunity to connect with students on a personal level.The first assignment in this class is to watch Randy Pausch’s “Last Lecture” video delivered at his alma mater, Carnegie Mellon, in which he demonstrates his response to an insurmountable personal challenge: his diagnosis of terminal pancreatic cancer in his mid-forties. While I don’t share his naturalistic worldview, I do appreciate that he was unafraid to talk about life and his impending death.
Personal History
Afterward I ask my students to respond to one of three essay prompts:
- What were your childhood dreams? Are you on track to achieve them?
- What are the brick walls you’ve faced in your own life? How did you get over them?
- Who has been a mentor to you?
- What lessons have they taught you?
This seems like an unusual assignment for an engineering class, but it serves a dual purpose: it is a short, open-ended assignment for which I can provide early feedback on the students’ writing, and it also allows them to reflect on their personal history and goals in both a professional and personal context. I am always amazed at the candor of the essays I receive.
Challenges and Aspirations
This semester’s students address the challenges of parental divorce, chronic illness (either their own or others), getting a DUI, learning disabilities, and financial difficulties. Some students refer directly to their faith journey or the impact of Christian family members or friends in their lives.
They may mention their desire to have an impact on the world and on others through their careers. It is not unusual for students to mention this assignment in the end-of-course evaluations and share that it caused them to reflect on how far they have come and those who have helped them achieve their goals.
Individual Worth
As engineering majors at a large Research 1 university, students may sometime feel like a small cog in a big machine. Large lecture classes and highly technical material do not always lend themselves to getting to know students on an individual level. An assignment such as this – or even just asking students to submit a one-page autobiography at the beginning to the semester – sends a message that students are individuals and that we value them as such.
It also suggests ways in which we can pray specifically for our students and their individual needs. I teach and advise in response to Christ’s call to be the one who might provide that crucial bit of encouragement, support, or assistance to a student for whom it will make all the difference between staying or going, floundering or blossoming.
© 2011 Lisa G. Bullard
© istockphoto
Department of Chemical and Biomolecular Engineering
[January 28, 2014]–
I co-teach a Professional Development seminar for juniors in chemical engineering. This course is an oasis of reflection and discussion in a sea of equations and derivations, and as such, it provides a wonderful opportunity to connect with students on a personal level.The first assignment in this class is to watch Randy Pausch’s “Last Lecture” video delivered at his alma mater, Carnegie Mellon, in which he demonstrates his response to an insurmountable personal challenge: his diagnosis of terminal pancreatic cancer in his mid-forties. While I don’t share his naturalistic worldview, I do appreciate that he was unafraid to talk about life and his impending death.
Personal History
Afterward I ask my students to respond to one of three essay prompts:
- What were your childhood dreams? Are you on track to achieve them?
- What are the brick walls you’ve faced in your own life? How did you get over them?
- Who has been a mentor to you?
- What lessons have they taught you?
This seems like an unusual assignment for an engineering class, but it serves a dual purpose: it is a short, open-ended assignment for which I can provide early feedback on the students’ writing, and it also allows them to reflect on their personal history and goals in both a professional and personal context. I am always amazed at the candor of the essays I receive.
Challenges and Aspirations
This semester’s students address the challenges of parental divorce, chronic illness (either their own or others), getting a DUI, learning disabilities, and financial difficulties. Some students refer directly to their faith journey or the impact of Christian family members or friends in their lives.
They may mention their desire to have an impact on the world and on others through their careers. It is not unusual for students to mention this assignment in the end-of-course evaluations and share that it caused them to reflect on how far they have come and those who have helped them achieve their goals.
Individual Worth
As engineering majors at a large Research 1 university, students may sometime feel like a small cog in a big machine. Large lecture classes and highly technical material do not always lend themselves to getting to know students on an individual level. An assignment such as this – or even just asking students to submit a one-page autobiography at the beginning to the semester – sends a message that students are individuals and that we value them as such.
It also suggests ways in which we can pray specifically for our students and their individual needs. I teach and advise in response to Christ’s call to be the one who might provide that crucial bit of encouragement, support, or assistance to a student for whom it will make all the difference between staying or going, floundering or blossoming.
© 2011 Lisa G. Bullard
© istockphoto
[January 28, 2014]–
I co-teach a Professional Development seminar for juniors in chemical engineering. This course is an oasis of reflection and discussion in a sea of equations and derivations, and as such, it provides a wonderful opportunity to connect with students on a personal level.The first assignment in this class is to watch Randy Pausch’s “Last Lecture” video delivered at his alma mater, Carnegie Mellon, in which he demonstrates his response to an insurmountable personal challenge: his diagnosis of terminal pancreatic cancer in his mid-forties. While I don’t share his naturalistic worldview, I do appreciate that he was unafraid to talk about life and his impending death.
Personal History
Afterward I ask my students to respond to one of three essay prompts:
- What were your childhood dreams? Are you on track to achieve them?
- What are the brick walls you’ve faced in your own life? How did you get over them?
- Who has been a mentor to you?
- What lessons have they taught you?
This seems like an unusual assignment for an engineering class, but it serves a dual purpose: it is a short, open-ended assignment for which I can provide early feedback on the students’ writing, and it also allows them to reflect on their personal history and goals in both a professional and personal context. I am always amazed at the candor of the essays I receive.
Challenges and Aspirations
This semester’s students address the challenges of parental divorce, chronic illness (either their own or others), getting a DUI, learning disabilities, and financial difficulties. Some students refer directly to their faith journey or the impact of Christian family members or friends in their lives.
They may mention their desire to have an impact on the world and on others through their careers. It is not unusual for students to mention this assignment in the end-of-course evaluations and share that it caused them to reflect on how far they have come and those who have helped them achieve their goals.
Individual Worth
As engineering majors at a large Research 1 university, students may sometime feel like a small cog in a big machine. Large lecture classes and highly technical material do not always lend themselves to getting to know students on an individual level. An assignment such as this – or even just asking students to submit a one-page autobiography at the beginning to the semester – sends a message that students are individuals and that we value them as such.
It also suggests ways in which we can pray specifically for our students and their individual needs. I teach and advise in response to Christ’s call to be the one who might provide that crucial bit of encouragement, support, or assistance to a student for whom it will make all the difference between staying or going, floundering or blossoming.
© 2011 Lisa G. Bullard
© istockphoto
Lisa,
Thanks for sharing. This is not only important at that big schools but equally important at a school my size. Central College had 1650 students and each of them wants to be touched and known by the faculty. It’s a challenge in our sphere of influence as well.
Dave
Lisa, thank you for your post…and for your love for your students. I don’t believe they would be as transparent as you have found them to be if they did not sense that you care more about them than about their ability to write. O, that every student could sit under the tutelage of one such as you.
Thanks, Lisa, for sharing how you connect on a personal level with your students.
BTW, I also lead a series on developing metacognitive skills for grad students in the biosciences (including chemical and biological engineering students) at Northwestern, within our professional development program. Feel free to browse our online resources, and I’d be curious for other folk’s feedback. And if others are willing to share their resources, that’d be great too.
You can view our online resources at:
http://www.northwestern.edu/climb/index.html
I also share similar principles and practices for the Grad Christian Fellowship, for which I serve as volunteer staff with my wife.
********************************************************
Steve P. Lee, PhD
Assistant Director of the CLIMB Program; Lecturer
Collaborative Learning and Integrated Mentoring in the Biosciences Northwestern University
http://www.northwestern.edu/climb