I’m honored to share that my new article, A Field in Flux: Notes from an Administrative Escapee, has been published in the Journal of the American Association for the Advancement of Curriculum Studies (JAAACS). While its title suggests a personal confessional, the piece ultimately offers a broader reflection on the evolving and embattled state of Curriculum Studies/Theory—shaped as much by political and ideological pressures as by institutional shifts in teacher education. Drawing on recent scholarship and personal experience, I explore what it means to “come back to theory” in a moment when the field itself feels fragmented yet urgently needed.
You can read the full article here:A Field in Flux: Notes from an Administrative Escapee – JAAACS, 2025.
Title: Sojourners Together: Supporting Students Through the Struggle
In my last post, I shared how online teaching has rekindled my passion for the classroom. I’m enjoying the challenge of engaging students in new ways, and I’ve found it fulfilling to build connections through messages, stories, and shared experiences. But as much as I’m finding this fresh approach to teaching rewarding, I’m also deeply aware that many of my students are struggling.
A Boat Adrift
Recently, I sent out a weekly check-in message—something simple, just to touch base. While many students voiced their overall enjoyment of the class, several also let me know they’re having a hard time. These aren’t typical undergraduate students juggling part-time jobs and coursework. These are working professionals, members of a cohort in our Master’s in Applied Learning and Instruction program. They teach in local partner school districts. They’re educators, spouses, parents, coaches, community members. They’re churchgoers, pet owners, and caregivers. And yet, despite all these roles, they’ve committed to taking two graduate classes each semester for two years.
They do this not just for a much-needed pay raise, but for their professional growth—to become better teachers for their students. Our children. And that humbles me. It’s not easy.
These students took a heavy blow during COVID-19. They were asked to be miracle workers, juggling the impossible demands of remote learning while supporting students, families, and their communities. If there was one silver lining to the pandemic, it’s that thousands of parents who had their children learning from home gained a newfound appreciation for teachers. They saw firsthand just how challenging this work is.
And yet, despite all of this, my students show up. They’re willing to do the hard work every day. But I know—and they know—that time is scarce. They probably don’t have six extra hours a week to devote to their studies, yet that’s the general guideline for graduate coursework. They’re balancing it all, and their struggle deepens my sense of responsibility as their instructor.
If I expect them to make time for this class, I have to make it worth their while. I owe them my best. If I want them to give of themselves, I need to give of myself.
Is the reading dry this week? Then I’ll record a discussion to bring it to life. Is the assignment complicated? I’ll walk them through it, step by step. Are assignments feeling routine and uninspired? I’ll revise them to appeal to different learning styles and spark engagement. Do they need more time to complete an assignment? I’ll do my best to accommodate that. Are they feeling overwhelmed? Then I’ll be present—showing up in the class, personalizing my feedback, and ensuring they don’t feel adrift in the online world.
I’ve practiced social-emotional learning long before it had a name. I know the value of a supportive learning environment, and yes, sometimes that means sharing pictures of our five pets to give them a chuckle. It’s about reminding them that I’m here, on the other side of the screen, rooting for them.
Boats, together
As hokey as it might sound, caring is part of the classroom culture I want to cultivate—a culture of care and connection. Teaching can be a lonely profession. Being a professor can be just as isolating. But this online space offers a chance to bridge that gap, to connect people who might otherwise feel alone in their struggles.
It is important that I keep asking them to check in—asking how they’re doing, beyond just the coursework. These check-ins aren’t just about staying informed; they’re about fostering trust and reminding them they’re not alone in this. We are sojourners together this semester. Yes, they will struggle. That’s part of the journey. But the most important assurance I can give them is that I am here. And sometimes, that’s enough to make all the difference.
Old Dog, New Tricks: How Online Teaching Rekindled My Passion for Teaching
When I decided to step back into online teaching after nearly a decade, I thought the biggest draw would be the freedom to work from anywhere—maybe even while spending time with family in Alabama. The idea of crafting lessons with location flexibility sounded like the kind of balance I needed in this season of my life. But as it turns out, the freedom to work from anywhere is just the icing on the cake. What I didn’t expect was how much I’d reconnect with the heart of teaching itself.
It turns out, all of my classes are online this semester. My institution uses Blackboard Ultra—a platform that’s more advanced than the clunky tools I remember from my last online teaching experience. Back then, fostering real connection in an asynchronous class felt nearly impossible. I remember the difficulty setting up video calls and lectures, for example. This time around, though, something clicked. I’m not just uploading assignments and grading papers. I’m building relationships, one announcement, one message, one shared story at a time.
Finding Connection in an Self-Paced World
Online classes can roll along on autopilot if you let them. I could easily pop in, grade assignments, and call it a day. But that’s not how I’m wired. I need to feel connected—to know there are real people on the other side of the screen. I’m also a texter—I have been since the advent of smartphones. Messaging appeals to my introverted nature, the one that has an aversion to phone calls. This same preference drives how I approach my students. So, I make it a point to check in regularly with my students. I send out announcements throughout the week, not just about deadlines and assignments, but to share something about myself and encourage them to do the same—something that reminds us we’re people, that we’re travelers together, not just consumers of virtual learning, detached and mechanical.
One week, I sent out a simple message: “Time to check in. How’s the course going? How are you doing?” I wasn’t sure what to expect, but the responses both caught me off guard and moved me. Students didn’t just give me feedback on the course—they shared snippets of their lives, their challenges, their small victories. A few thanked me for asking about their well-being, calling it “refreshing” to have that kind of interaction in an online class. That’s when it hit me: this wasn’t just about teaching content. It was about building community. (They also mentioned how they struggled with balancing all of their responsibilities with their coursework. That’s coming up in my next post.)
Bruno, Bulldogs, and Building Community
Stories have always been the glue that holds people together. I started sharing little anecdotes about my life—like tales of my dog, Bruno, and our recent adventure adopting an older bulldog, a lady named Marley. I didn’t think much of it at first, but the response was immediate and heartfelt. Students shared stories about their own pets, adding humor and warmth to our digital space. Today, I even shared a picture of “the pack,” and the flood of responses made me realize that even in a virtual space, we could connect as people.
Our Pack: Bruno, Caroline, and “new” Old Dog, Marley
Adapting While in Progress: Revising the Syllabus Mid-Course
Not everything has been smooth sailing. One of my classes didn’t feel as rigorous as it should’ve been. The material wasn’t pushing students to engage deeply, and I could tell it wasn’t encouraging them to read as much as they needed to. So, two weeks into the course, I did something I’ve never done before: I updated the syllabus mid-stream, knowing it could disrupt the flow of the class.
I rebalanced the points on existing assignments and added lightweight quizzes as reading guides. It took me about three days to get everything in order, and then I let the students know what I’d done and, more importantly, why I’d done it. Transparency matters. For a while, no one complained, and I breathed a sigh of relief, thinking the transition had been smooth. But today, I received my first piece of critical feedback.
One student reached out, expressing how overwhelmed he felt juggling work and two classes. Most of my master’s students work in local districts, and I could sense the stress in his message. I assured him that the quizzes were designed as reading guides—more of a nudge than a test—and if he read the chapters, he should be able to complete them as he went along. To ease the pressure, I removed the time limit on the quizzes. It may not have solved all his concerns, but it was important to me that he knew I was attentive to his feedback.
Why insist on these low-stakes checks of reading? Because they signal that the reading matters—not just to pass the class but to engage with the material meaningfully. It’s a gentle reminder that what’s in those chapters is essential, and I want them to take it seriously.
Grading as a Conversation, Not a Chore
I’ll be honest here. I say “reconnect,” but what I really mean is connect for the first time. I went into the teaching profession in 1985 because it was convenient. I had a challenging marriage, a young daughter, and was homesick and lonely. I just didn’t have the time to do the homework to pursue a career in law or chemistry—which I discovered I really liked in college. I went into the field whose subjects of English and history were easiest for me: education. It has sometimes felt as though I have been in a profession not of my freewill choosing for almost 40 years. This made me hold a resentment toward it. I resisted and rebelled against national standards, for example, through curriculum theory writing, taking a cue from other scholars in the field. I had missed—because it never appealed to me in the first place—the only valid reason to become a teacher: students.
Me, working on my online classes with the Pack in place
As I think about it, I love nothing more than being a student, and I have felt respect and fondness for teachers who truly cared about me. Yet I was not this kind of teacher to my students. This is not to say that I mistreated them—quite the contrary. I was the fun teacher for most of my career—the easy grader and the one who drew a little outside of the box. When I arrived at my current institution, a recurring theme that people actually spoke out loud was putting students first. I envied this and knew that I seemed a few steps removed from students. Now, as a non-administrative faculty member, I have a unique opportunity for a second chance—not to reconnect with a passion, but to form one. I find great hope in this—not just for second chances to find something I feel something for, but for redemption itself. This online platform of words—and blessed words are my seeds of connection—allow me to connect to my students and develop a relationship with them and teaching that, for me, is new.
Embracing AI and Lifelong Learning
Another unexpected twist in this journey has been my dive into AI. I’m realistic about it. I use AI tools, and I know my students will too—as will their own students one day. Instead of policing its use, I’m teaching them how to use AI as a tool, not a crutch. It’s part of preparing them for the future, and honestly, it’s been fascinating to explore.
AI As Learning Tool
I’ve been attending workshops, like the one put on by USC Upstate’s CAIFS last week, and I’m signing up for mini-courses through ACUE. There’s something deeply satisfying about being an “old dog” excited to learn new tricks. It’s reminded me that teaching isn’t just about imparting knowledge—it’s about staying curious, staying engaged, and always being willing to grow.
The Puzzle of Online Teaching: Finding My Niche
Part of what’s made this experience so fulfilling is how it taps into different parts of who I am. I’m an introverted Virgo and a bit of a gadget enthusiast. Online teaching feels like solving a puzzle, finding new ways to innovate, communicate, and engage. I don’t often get so absorbed in something that I lose track of time and forget to eat, but when I’m working on my classes, that’s exactly what happens. It’s a sign that I’m not just doing this because I have to—I’m doing it because I really, really enjoy it.
I’m drawing from my background in curriculum design and integrating best practices for online learning. One of the challenges I’ve set for myself is to create personalized video lectures for all my classes. Right now, I’m using pre-loaded videos from previous iterations of the courses, but I’m excited to make them my own—to bring more of my voice and personality into the mix.
Conclusion: More Than I Expected
When I first agreed to teach online again, I thought it would be a practical move—a way to work from anywhere and stay connected to my family in Alabama. But it’s become so much more than that. It’s sparked a passion for teaching, blending the challenge of engaging pedagogy with the joy of connecting with students. Serendipitously, it has opened up new avenues for growth and exploration.
Online teaching isn’t just a job for me now. It’s a space where I’m learning, innovating, and building community in ways I never expected. And as it turns out, this “old dog” has plenty of new tricks left to learn—and plenty of stories left to share from the front porch, whether real or virtual.
I began my career in higher education later in life. It was my second career after 14 years teaching in secondary schools. Transitioning from being a mid-career teacher to starting over as a university professor was both exciting and daunting. This kind of shift isn’t unusual, but for me, one important factor stood out: I entered it older. I became a brand-new assistant professor at age 40. Young by some measures, sure, but it meant that becoming established and reaching mid-career milestones happened in my 40s and 50s—not my 20s and 30s when ambition and energy seem limitless.
Career Stages and Life Stages
Sites like Indeed often categorize career stages neatly, like in the graphic below. Up until recently, I considered myself mid-career. But my academic career has never aligned well with life stages. This September, I’ll turn 62—an age when I can start drawing Social Security (though I’m not planning to just yet). The reality of this milestone makes it clear: I’m approaching retirement.
This period is commonly called the “Decline Stage” (a less-than-uplifting name, to say the least), which typically spans ages 55–65. By contrast, the “Late Career Stage” is defined as ages 45–55. For convenience, I’ve included descriptions of these stages from a cited resource below. Their cheery tone—especially the idea that late-career professionals don’t need to learn new things—makes me suspect the author might still be in the “Exploration Stage.”
When it fully sank in that:
I’m in my 60s, and I’m officially in late career, …my emotions ranged from shock to disbelief to sadness to resignation. I cycled through the stages of grief daily for awhile, but I usually landed at acceptance. When it comes to my career, though, I’ve found something better than acceptance. Let me explain.
A Shift in Perspective
Becoming an academic is thrilling, but being a good one takes work. Since entering the profession in 2005, I’ve poured myself into getting established: publishing, building networks, traveling to conferences, reviewing conference proposals, writing a book, editing another, editing a section in an academic journal, coordinating programs, organizing events, and even hosting visiting scholars. My mid-career years were spent in administration, serving as a department chair and, most recently, as a college dean.
Bruno contemplates a change of perspective
Looking back, I realize my career trajectory and life stage were out of sync. I was a late-stage-aged professional in a mid-stage career role, and it took stepping away from administration to fully understand that. While this epiphany is deeply personal, perhaps others in similar positions can relate.
For the first time in decades, I don’t have a clear next rung on the career ladder. I don’t have a career path.
How odd this feels. And yet…
Kevin McAllister Energy
Remember in Home Alone when Kevin realizes he “made his family disappear”? That’s how I feel about transitioning from a career ladder to what I call “career presence.” I don’t have a career path, and surprisingly, I don’t mind.
Now, don’t misunderstand me: I’m not suggesting I can coast until retirement. That’s not what I’m feeling at all, and I would not want to coast if I could. What I feel is empowerment, self-determination, and—dare I say it—freedom. For the first time, I’m genuinely content with my job. I want to realize the gratifying–and hard–work that comes with being a professor, and I have no doubt this is within my grasp. This must be how people who are passionate about their work feel: happy, hopeful, mindful, and present.
Charting a New Path
Instead of focusing on what’s next on the ladder, I’m charting a meaningful professional presence. It feels a bit like starting over, like I did when I became an assistant professor 20 years ago. Only this time, I’m not climbing—I’m walking.
I originally planned to end this post with “Five Goals for My Late-Career Path,” but I realized they all boil down to one: Be fully present—with students, colleagues, family, friends, neighbors, pets, hobbies, prayer, study, or entertainment–with myself. Shouldn’t this be the goal at every stage of life and career? Probably. But for me, this epiphany comes with the clarity of late-stage-ness.
The truth is, I’m running out of stages. I want to revel in my work, to wake up before the alarm, excited about the day ahead. My new trajectory is joy, and I am in the exact stage I’m supposed to be. That feels mighty good.
Excerpt from From Exploration to Retirement: 5 Stages of Your Career Journey:
Late-career-Typical age range: 45-55 years old
After reaching the middle of your career, the late-career phase offers a chance for a less stressful job setting. In this stage, people can teach, guide others, and find and train someone to take their place. They no longer need to learn new things.
Older employees can find fulfillment in mentoring younger colleagues, even if there are fewer opportunities for career advancement. Job changes are less likely during this stage, with one’s reputation and standing serving as security for their position.
Retirement is a time to think about life and have more free time for fun activities instead of work.This is what contentment feels like. This is what people feel who are passionate about their work.
Decline-Typical age range: 55-65 years old
Upon completing a fulfilling career and dedicating several decades to the workforce, many individuals reach the point of retirement.
I added a page to my Homepage to explain my thoughts and personal policy regarding Artificial Intelligence. Here it is as a post.
Within 20 years (perhaps 10, probably 5), this message will no longer be necessary. Within a generation, content producers and consumers will have figured out the ethics of using Artificial Intelligence to generate all kinds of content–from graphic designs, to music, to work documents for all professions, to classroom coursework, to, yes, blogs. We will have found the balance between using AI as a tool to enhance our work and relying on it to do the work for us. We will have figured out the survival–celebration, value–of artists, academics, and writers (human anythings) so that we will not have been replaced, which is a current concern. With a nod to Faulkner, I believe when it comes to AI, we will do more than survive. We will prevail, but we are not there yet.
My institution has three options regarding AI usage in the classroom that we faculty can incorporate into our syllabi–“Generative Artificial Intelligence Use Prohibited,” “Generative Artificial Intelligence Use Allowed with Attribution,” and “Generative Artificial Intelligence Use Encouraged with Attribution.” That pretty well captures the options for use in most settings. We can prohibit the use of AI, allow its use with care, and/or encourage its use. I would argue that the first option is not only unrealistic, but it would also put users at a disadvantage. Option 3 sounds to me like it could turn into a party–a free for all for beginners and professionals alike without boundaries and guardrails. Option 2 is a reasonable place to start, as it insists upon using the creative brain first and primarily, allowing us to form a relationship with AI–which we will do, one way or another, but that is another story–where it is the tool, not us. We humans must stay in the game, after all. (To the people reading this in 20 years–I know you are laughing and shaking your heads. Enjoy!)
I think of AI like quilts. You can purchase pre-printed quilting material at Walmart or any fabric store. To make your quilt, you only have to put stuffing (called batting or wading) between the printed side and the backing, and outline the printed design with thread, and viola, a quilt. I have one or two of these that my sweet mother and aunt have given me. They are treasures, but they are nothing like the quilts they used to make before their hands got tired and bent from arthritis. Designs were intricate and colorful, made from generations old patterns. Some patterns were made with hundreds of small pieces of cloth, which were stitched painstakingly, creating a “double wedding band,” for example, on the colorful front and plain-cloth backing. These quilts are heirlooms, works of art that are lovingly protected and stored to preserve their beauty. The difference between AI generated content and human generated content is like the difference between the printed quilt and the pieced quilt.
A collection of family heirlooms! Quilt ladder displaying several hand pieced quilts.
But, you may ask, how is that a valid comparison, since AI content is sometimes indistinguishable, often superior to human generated content? The attributes of beauty, of quality—even, maybe especially, messiness and flaws—are the human elements. Our challenge is not to attempt to catch up to what AI can do–we can’t. Our challenge is what the poets have always sought to evoke in humanity. It reminds me of what Ashley Wilkes tried in vain to express to Scarlett O’Hara: “I do mind, very much, the loss of the beauty of the old life I loved. Scarlett, before the war, life was beautiful. There was a glamour to it, a perfection and a completeness and a symmetry to it like Grecian art.” Ashley, though, mourned for the lost grace and perfection (that never existed), and in so doing, sadly missed the point…and the opportunity. Human completeness and symmetry are not going anywhere; we just have to be intentional about keeping them—us—alive. Aliveness is the pearl that makes Artificial Intelligence artificial.
At the beginning of my classes, my students and I talk about the ethics of using AI for course assignments. We look at the University’s options, above, and I talk to them about Google’s standards for evaluating web content (Google will not publish just anything), the E-E-A-T Guidelines. E-E-A-T stands for expertise, experience, authoritativeness, and trust. Google holds content to this standard in part to screen content that is generated to “manipulate search rankings.” Google uses its automated ranking system to focus on “high-quality, reliable, people-first content” https://developers.google.com/search/docs/fundamentals/creating-helpful-content. I’m sure that me and my little blog and my academic writing were not what Google had in mind when it developed its regulatory content standards. My blog has 4 readers, one of whom is my sweet Mother, and the academic writing has even fewer. But just as AI reaches broadly toward various fields and modalities, so too must the ethics that guide its use.
I try to persuade my students that I would rather read work full of their own emotions, originality, and creativity than a perfectly crafted AI-generated response paper. I’m not naive—AI is too easy to use—so we talk a lot about treating it more as an editor than a creator. I encourage them to maintain and strengthen their sense of creator-ness while learning to use AI responsibly as a tool to enhance their ideas, not replace them. I want them to see themselves as authors of their own thoughts, capable of crafting their work like a beautiful, hand-pieced quilt, rather than relying on AI to assemble their ideas for them.
Lovingly made Alabama Quilt from my Mother
Some academics will prohibit the use of AI in their courses, focusing on catching students who use it. These are likely the same individuals who hold their peers to a higher standard when it comes to leveraging AI. Over time, these attitudes will adapt. For instance, I was encouraged to find that a Google search for ‘Scholars and academics who use AI’ yielded results emphasizing the responsible and ethical use of AI in research and writing. Just today, Tom’s Guide published an article, ’12 Days of OpenAI,’ reporting on OpenAI’s release of the new Pro More subscription, designed for advanced scientific research and complex mathematical problem-solving, at a cost of $200 per month. I’m old enough to remember when personal calculators were banned in math classrooms out of fear that students wouldn’t learn to calculate on their own. Eventually, we realized that without understanding the underlying concepts, a calculator wouldn’t help a student much. Similarly, while AI has historically struggled with math, it’s improving—and for $200 a month, you can see its progress. Advances like Pro More will inevitably become irresistible and indispensable for researchers. I suspect that as AI continues to evolve, the ethics of its use in academia will become increasingly situational.
For my blog and academic writing, I drafted a disclosure to include with my work. The following is the only AI-generated content in the post. ChatGPT spit this first one out in less than 10 seconds. It’s well-organized and pretty comprehensive, and with my found time I folded a load of laundry. Scroll to the bottom to see the human-created, much simpler finished product:
Personal Ethical Policy for AI Use in Writing
As a writer, I recognize the value of artificial intelligence as a tool to enhance creativity, efficiency, and quality in my work. To maintain integrity and uphold ethical standards, I commit to the following principles:
Transparency:
I will disclose the use of AI tools in the creation of any content where its contribution significantly impacts the final product, especially in professional, academic, or published works.
Originality:
I will ensure that the core ideas, voice, and creative expression in my writing remain my own. AI will serve as an aid, not a replacement, for my unique perspective and narrative.
Accuracy and Verification:
I will verify any AI-generated information, ideas, or suggestions to ensure factual accuracy, avoid misinformation, and maintain credibility in my writing.
Plagiarism Prevention:
I will not use AI to produce content that could be considered plagiarized or misrepresented as entirely original. Proper attribution will be given where AI outputs are directly used.
Mindful Usage:
I will use AI tools for appropriate tasks such as brainstorming, editing, and administrative writing assistance, while refraining from over-reliance that could diminish my skill development or creative input.
Respect for Context:
In collaborative projects, I will adhere to agreed-upon policies regarding AI use and respect any ethical or legal guidelines specific to the context of my work.
Commitment to Growth:
I will continuously evaluate the role of AI in my writing practice, striving to balance innovation with authenticity, and learning how to responsibly adapt to emerging technologies.
That’s way too much information, and notice how Chat GPT numbered each item in its own list #1, a fitting reminder that although AI organizes information with precision at light speed, creativity and meaning-making is and will continue to be a human enterprise.
AI went on to ask me: “Would you like adjustments to tailor this for a specific audience, such as professional peers, readers, or students?” I declined the offer, and here is my human version:
The work presented here is original to me. I have used AI tools such as ChatGPT sparingly and ethically for tasks such as identifying trending topics, proofreading, suggesting key words for search engine optimization. I have carefully reviewed AI-generated suggestions to ensure they align with my authentic voice and unique style, thereby preserving the creativity and integrity of the work and myself.
Welcome to the new semester and to our class! As your professor, I want you to know how excited I am to be back in the classroom after several years in administration. It’s been a while since I last taught a full course load—2007, to be exact. Since then, I taught an occasional class until stepping fully into administration in 2016. Now, here I am, rejoining the classroom and rediscovering the rewards of working with students like you.
Bruno is ready for school
A lot has changed since I last taught full-time. We’ve experienced a global pandemic, witnessed national and global unrest, navigated four presidential elections, endured economic turbulence, and just generally undergone shifts in our society. Schools and classrooms have changed over the years, too. Teachers have left the field in significant numbers and fewer people are entering the profession. Those who stay report that their students have changed. Actually, we’ve all changed.
But amid all this change, some things remain constant—our innate human capacity for love and acceptance, and our nature as social creatures who need each other. We are curious about the world and about one another. We can laugh at ourselves. These are foundations that inspire me as a teacher, ones I hope will inspire you, too. Our humanness fills me with faith. I have faith in you and in the value of this class. We are going to explore some very interesting topics together, which I hope you will carry into your own classrooms. I hope you will also pass on to your students the faith, hope, and inspiration that I hold for you.
Bruno contemplating beginning of semester
I’ll be honest with you: I feel a mix of anticipation and vulnerability as I return to the classroom. I want to create a dynamic, engaging space that feels welcoming and worthwhile for each of you. Even though it’s been a while since I’ve facilitated learning experiences for students–either online or in person–I see it as a challenge worth embracing. Why? I still believe in the power of education to make a difference—not just for your students but for you, too. I believe that we can change the world one student at a time.
Our time together will be about more than standards, objectives, and theory (though we’ll cover plenty of that stuff). It will be about understanding ourselves as educators, examining the world through a critical yet hopeful lens, and preparing for the deeply human work of teaching. I have great hope that you will find this class meaningful and empowering as you move closer to realizing your dreams—both personally and professionally.
Let’s begin our journey with curiosity, openness, and mutual respect. I’m here to support you every step of the way.
Warm regards, Dr. Ugena Whitlock Your “New” Professor
Hello, friends! I’m thrilled to share that my blog is getting a fresh start under a new name: “The Front Porch Professor.” This new space will continue to feature the reflections, stories, and observations you’ve enjoyed, with a renewed focus on life, learning, and the journey ahead—all with a touch of Southern charm.
I’m currently working on exporting all my posts from Just Keep Swimming to the new blog, so nothing will be lost. If you’ve been following here, I hope you’ll join me on this new adventure! With any luck, your subscription will carry over seamlessly, but if not, I’ll share the link to the new blog soon so you can continue following along.
Thank you for your support and encouragement—stay tuned for updates and more from “The Front Porch Professor.”
I don’t know whether to laugh out loud or rage loudly when someone–usually my dad or daughter, who share political views–parrots the far right Glen Beck propaganda that teachers make millions of dollars over our lifetimes and, with the underhanded workings of powerful teacher unions, have more millions of benefits.
If only teachers’ egregious salaries could be reigned in, perhaps we would turn our hearts and minds to educating the country’s rosy-cheeked young. Greedy teachers would then no longer be the ruination of the economy. My daughter actually said to me that Big Education was as bad as Big Oil. But I could hardly hear her over the roar of the engine of my private jet.
I am a professor–a poor one. Not all of us are created equal. Salary is often based on your discipline. The more “marketable” you would be in the real world, the higher your salary at a university. For example, since presumably a marketing major in the corporate world would make significantly more than an education major, business profs make more than I do. Etc. Also, professors often obtain grants to fund projects and supplement income. Problem is, I don’t research anything that could get funded. I’m a theorist. The public generally feels there is enough theory floating around already. I have colleagues who are paid during the summer to transcribe recordings of student teachers talking about their experiences. Or comparing whether students should practice for 10 weeks or 30 weeks before getting certified to teach. Not that these questions are not important. They are. But so also is social commentary about how culture and politics interact and interrelate to schools and schooling. It’s just that nobody throws any money at that one.
In one of this week’s USA Today’s Life sections, there was a feature story about a woman from Minnesota who works in a nursing home, lives with her mother, and has just signed a 2 million dollar contract with St. Martin’s Press for her e-books. I’m just recalling general details here, but I do recall that she primarily writes about trolls. I believe she also wrote a vampire novel. She has sold her e-books for an average of 99 cents each, and has made a couple of million in sales. That means, yes I paused to think about it, that two million people bought an e-book about trolls.
This woman has a web site and blogs about what she’s writing, and has her e-books for sale there. Her sales have been so significant, that she began attracting the attention of publishers–publishers who had sent her rejection letters over the last few years. It is really, really hard to get a book published in the conventional way. Now, though, the companies are competing for her work. Although, their opinion of its quality is still about the same. One representative from St. Martin’s said that although they were thrilled to print and promote her troll work, they believed she could benefit from some MFA classes with the Iowa Writing Project.
The following is from a conversation between me and a friend of mine when I was telling her about this story: Me: She writes about trolls. This is a very niche market to a very limited group of people. People who like to read about trolls. These people are looking for her and her work. Nobody is looking for me. My friend: Let’s keep in mind the fact that you haven’t actually written anything…
I have watched Hoda and Kathie Lee all week, and all week they have had a series called “New Year, New You.” Day after day, experts talk about setting and achieving goals. Mainly they suggest you identify your goal and name it, the idea being if you can name it you can do it. This is different from making a new year’s resolution. A resolution made in early January is little more than a public acknowledgement of something you are in need of improving. It’s like what Mary Poppins calls a “pie crust promise: easily made, easily broken.” Goals like I–and Hoda and Kathie Lee’s experts are talking about–are different. They involve more than taking off 20 pounds or adding fiber to your diet. And, it’s ok if you backslide on them, they are still there, and do-able, and you know your life will be better in big ways if you just work toward them.
I’ve been a poor professor for seven years. I have taught 20 different classes, volunteered for committees, been to countless meetings, wrote a book, and got tenure. I will have lived half a century in a couple of years. And after 30 or so years, I have figured out what I want to do. I want to make my living “by the pen,” as Anne Hathaway said as her best British accent in Becoming Jane. And while I may never earn a dime, there are many, many meanings to “making a living.” And I will most likely never write about trolls. More on this later.
The Front Porch Professor 