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Innhold levert av David Boles. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av David Boles eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
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Shifting Dynamics in Academia: Navigating Student-Instructor Relationships in the Post-Standardized Test Era

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Manage episode 418431314 series 1226109
Innhold levert av David Boles. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av David Boles eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
Ten years ago, the archetype of the kindly professor was often exploited. Students, perceiving kindness as a vulnerability, frequently requested extensions, favors, and leniencies that stretched beyond the typical academic courtesies. This dynamic, while problematic, was somewhat contained within the understood professional boundaries of the educator-student relationship. The instructor, committed to nurturing minds, often felt obligated to acquiesce, perhaps hoping to inspire dedication through their own example of benevolence.
  continue reading

756 episoder

Artwork
iconDel
 
Manage episode 418431314 series 1226109
Innhold levert av David Boles. Alt podcastinnhold, inkludert episoder, grafikk og podcastbeskrivelser, lastes opp og leveres direkte av David Boles eller deres podcastplattformpartner. Hvis du tror at noen bruker det opphavsrettsbeskyttede verket ditt uten din tillatelse, kan du følge prosessen skissert her https://no.player.fm/legal.
Ten years ago, the archetype of the kindly professor was often exploited. Students, perceiving kindness as a vulnerability, frequently requested extensions, favors, and leniencies that stretched beyond the typical academic courtesies. This dynamic, while problematic, was somewhat contained within the understood professional boundaries of the educator-student relationship. The instructor, committed to nurturing minds, often felt obligated to acquiesce, perhaps hoping to inspire dedication through their own example of benevolence.
  continue reading

756 episoder

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