A Variety of Student Experiences

An image of Lone Star College - North Harris

We are hitting a tough time of year in the college semester, for various reasons.  It is post-Spring Break, which often includes a drop in energy levels for faculty, staff, and students.  It is also a time for students to reflect on their academic progress - will they be able to make their desired grade?  Do they have time to finish this project or that paper?  There are additional concerns that plague students regarding finances, job security, the care for or loss of loved ones, transportation difficulties, and more.

One situation that does not receive enough attention throughout each semester is student homelessness.  Several professors in the English Department alone have spoken with individuals in their classes who struggle to find a stable home environment.  Some students have lost their jobs, while others have been kicked out of their homes by family.

It is remarkable that these students carry on and come to school, ready for class and willing to focus on that day's work.  It also takes incredible courage for them to share their circumstances with professors and staff.  Thankfully, we have resources available for those who are struggling, but too often these students suffer in silence because of shame, guilt, and the threat of judgment by others.

The experiences of our students here at North Harris are so varied - we have veterans, single parents, first generation folks, those with jobs (sometimes more than one), those who are unemployed, students who come to school hungry, and those who do not have a place to call home. 

The image above is of our campus.  In some ways it is an accurate portrayal of the campus - it's a relaxed space with good hangout areas where people congregate and come to learn.  This is a typical photo of a college environment, revealing what is shiny and not what may need extra care or consideration. 

Though some students may move through campus, experiencing the shiny version above with thoughts of future jobs and endeavors, far too many are facing extreme life experiences where "success" is measured on a daily basis and "home" is a temporary, rather than long-term space.

Campus Words Events

Spread the word!  This event provides a space for students to share their original work and the productions of other artists (poets, authors, rappers, etc.) in a free speech zone.  Tweet @EngageOrRage to sign up in advance, or arrive early to sign up at the door.

Always Learning

Teachers and professors know all they need to know.  That's an idea I often hear from students, and more than a few educators.  It is an unfortunate assumption - and incorrect.

One way to disrupt this misunderstanding is for all those folks in education to admit when they don't know something - inevitably, there are moments in my classes when a student asks a question to which I do not have an answer.  There is now a part of me that really enjoys saying, "I don't know."  Though some students may initially react with confusion - you are the teacher of the class and you don't know? - incredible conversations can develop in those moments when students see their instructors as learners, too.

Educators know specific content, yet too many people standing in front of a classroom feel the pressure to 'know it all.'  If we believe that learning is an ongoing process, it should not be difficult to say, "I don't know, but what do you think?" or "I don't know, but how about you look into it and teach us what you discovered next time?"

A group of instructors at my college take part in a bi-monthly conversation related to composition.  Not only is this an opportunity to touch base and exchange ideas, but we also use the meeting as an opportunity to discuss new research in the expansive and innovative field of Rhetoric and Composition.  These dedicated professors are committed to learning from one another and from the texts we examine.

This group, and others like it, develop from the notion that we cannot and should not know it all.  Additionally, these groups recognize the importance of examining new approaches and strategies in various fields.  It is a disservice to students to believe that not only do we know it all, but that what we have always done in the classroom works perfectly.  Like our students, we are always learning.