Higher Education Observer

I am currently serving in an interim administrative position.  I enjoy it very much and appreciate the opportunity.  However, I do not want to hold on to it too tenaciously.  My future in this position is in God's hands. Due to a past commitment, though, I am also teaching two classes this summer.  Driving home the privilege of teaching occurred to me.  I have been trying to get away from it because I have done it so long, yet am I devaluing it in favor of the supposed power of administration?  How can I devalue something as important as teaching, such an honor, such a joy?

I am currently fulfilling an administrative role at my college.  It is interim, and I do not know my future other than I will be at that institution for a little while longer.  I enjoy it very much, although the two aspects of teaching I liked the most--the students and my teaching colleagues--are not as large a part of my life right now. Between finishing my doctorate and stepping into this role, I have to admit to a different self-view and more reticence about what I put on my blogs.  Many things I would like to sound off about I realize it's best not to "go there."  At least while I am "assistant vice president," I will censor myself about upcoming Supreme Court decisions the fact that I got a solicitation from the Bill Clinton Foundation today (they want MY money?) the democratic presidential candidates The current president Amtrak accidents Affordable Care Act murderers at the Boston marathon But anyone who reads this can probably figure it out.

Last Friday I graduated from the University of Georgia with my Ed.D.  I was hooded, and have the photos to prove it (although I can't get a transcript yet).  I plan to use it to advance the profession of college teaching by helping individual instructors and hopefully to make more money (why else spend three years of one's life on such a process). 

An incident with a student today got me thinking about the "flipping the classroom" trend, or buzzword, or fad, or whatever you feel disposed to call it.  However, as I am now an administrator for an indeterminate amount of time, I can't go into the details of the encounter, so I'll skip to the reflection.  Suffice it to say that the student was complaining that some instructors had gone to a "flipped classroom" approach and it didn't work for this particular student. So, why did it not work for this student?  One of three reasons: 1.  the student did not do her part to make the learning strategy work 2.  the instructors did it "wrong" 3.  the instructional strategy of flipping is not the perfection it is touted as. Now, I am being purposefully snarky.  I do not hold to #3.  Flipping is something good teachers have been doing for a long time, but good teachers have not been flipping, too. What about #1?  Highly possible.  Other instruc