It's not always about research-based best practices. Most times it is about taking the time to care

if graduates had a professor who cared about them as a person, made them excited about learning, and encouraged them to pursue their dreams, their odds of being engaged at work more than doubled

Yesterday was my last class this semester. Students remind me every year of what the Purdue-Gallup survey found in its inaugural report in 2014. (https://www.gallup.com/services/176768/2014-gallup-purdue-index-report.aspx)

“When thinking about the ultimate outcome of a college degree, there is almost universal agreement about the value people seek and expect: to increase the probability of getting a good job and having a better life. Yet, there is not a single college or university in the U.S. that has rigorously researched and measured whether their graduates have “great jobs” and “great lives.

Findings from the inaugural administration of the Gallup-Purdue Index — which includes interviews with more than 30,000 U.S. graduates — yield important insights for colleges, educators, employers, and students on the factors that contribute to these outcomes for college graduates. "

Chief among these is that where graduates went to college — public or private, small or large, very selective or not selective — hardly matters at all to their current well-being and their work lives in comparison to their experiences in college. For example, if graduates had a professor who cared about them as a person, made them excited about learning, and encouraged them to pursue their dreams, their odds of being engaged at work more than doubled, as did their odds of thriving in their well-being.”

My experience is that research based pedagogical and student success practices, albeit important, don’t match the power of truly caring about students.

I am a pathologically genuine autistic empath, so I can’t help but genuinely feel like every student is a member of my extended family. So, I spend a lot time engaging with them and supporting them. I do unusual things in class, too, such as bring my certified therapy dog to class every other week; talk openly about mental health and my challenges; and tell a funny story or sing a song to start class to help students settle in and get ready to learn.

Yesterday was my last class of the semester.

These students stayed after class to talk to me and interact with Brea. During class, Brea met with about every student (except for a couple that don’t like dogs). Brea is magical at immediately reducing anxiety and loneliness, as well as building community. We need more therapy dogs in academe.

The last class of the semester is always bittersweet for me. I play Bob Dylan’s “Forever Young” at the beginning of the last class because I just don’t know another song that fully expresses my wishes for students.

I get a lot of notes (well over 1,000 since 2021) like the one I received on the last day of class that is copied below. These notes never fail to warm my soul.

I also didn’t want to miss the chance to tell you how much I truly appreciate you as a professor. You’ve made such a meaningful impact on me and so many others in the class. It’s not often that students feel genuinely seen and valued, but you’ve created that kind of environment for us. The fact that you took the time to learn our names, check in on how we’re doing, and treat us like people rather than just students has meant more than I can fully put into words.

I’ve had plenty of classes, but yours has stood out in a way that I’ll remember long after this semester. You’ve made coming to class something to look forward to, and that’s something special. It’s clear that you care, and that effort doesn’t go unnoticed, it truly makes a difference.

Thank you for everything you’ve done for us. I’m really grateful to have had you as a professor, and I hope our paths cross again in the future.

Long ago my teaching philosophy was based on pedagogy. For example, I used problem-based learning before it had a name. That philosophy was pretty long.

Now my teaching philosophy is one sentence, “I want every student to reach their full potential in the class.” I just try to use whatever tools I can find to meet students where they are and help them towards that goal. It takes a lot of time.

I know for me that I would not have had the career and life that I have had if not for a handful of professors who cared, engaged, supported, inspired, and brought the subject matter alive.

I get so sick of the narratives that faculty are the problem.