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.
The Front Porch Professor 