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I really appreciate the "at-a-glance" framework on page xix. Especially the separation of the book into pre-term, during the term, and after the term. And extra-especially the key themes at the center of the circle. Just keeping those concepts at the center of what we do feels like a huge step towards equity-minded teaching. I have adopted "well-being" as one of the core values for my classes, and include it in my syllabus. It is a reminder for myself and my students that all learning and growth needs to start with consideration of well-being. Similarly, "authentic relationships" helps ground my work as an educator, and connects with other themes like transparency, trust, and belonging. -matt

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In our discussion yesterday, I was thinking of Tom Newkirk's chapter on "Space, Rigor, and Time, Or How Our Metaphors Really Matter."

He titles one section: RIGOR MORTIS.

"IF BY rigor we mean perseverance, stamina, ability to work through difficulty and sustain what John Dewey called an 'attitude of suspended conclusion,' who can deny its value? Of course that is what we want. But the question remains---what are the conditions that support perseverance?" (Newkirk 140).

He goes on: "Rigor without pleasure is usually a losing proposition; it runs against human nature. Take the care of the exercise bicycle..." (142).

"AS TO rigor and being rigorous, we are at our best when we don't feel the sensation of strain or struggle" (142).

*The whole section is worth reading, but this was a snippet.

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I think it was Inese who brought up the point that learning outcomes are problematic (my word) because we have different learning outcomes for each student depending on where each student is starting when they enter our classes. Something I have been thinking about in connection to this is how we can include student assessment of their own learning and educational journey as part of our assessment criteria, both within our classrooms but also even at the program level. So, for example, instead of just me as a program or faculty member evaluating student work and then deciding whether that shows that they have learned something about theory or human diversity or whatever my program or course learning outcomes are, but also including students in the process at both the course and program level of telling us what they have learned or how they have progressed in their educational journey. I wanted to throw that out there as a possible discussion topic.

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I was thinking about authentic assessment and why GE classes are siloed in a way that where the goals, content, and themes don’t connect in ways that could be meaningful to students espically as I was thinking about the CALGET issues that are being discussed in other circles. I wonder what would happen if GE teachers partnered up and co-taught two classes to a cohort of students. As an example, a GE history class and a GE writing class where the writing instruction was focused on the history content. Students would be able to see how their writing classes are designed to support their learning in other areas as opposed to be isolated instruction. I think it would be fascinating to think about other potential partnerships. What would happen is a GE psychology class was partnered with a lower division business class? Karen

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The chapter on assessment resonated with a lot of ideas I've been thinking about lately, in part because I'm teaching a graduate pedagogy course and having these discussions with my students. Last night we were talking about students who aren't striving for an A (or even a B) because they have other things going on in life. I told my class about a very bright student who I had in my first semester at Stan. I was so frustrated because she kept submitting mediocre work, but she was always talkative in class and was clearly enthusiastic and knowledgeable about the content. I later learned that this student was a guardian to her younger sister and was working multiple jobs to support her family. My class was not her priority and that was a really valuable lesson to me. What stuck in my mind from last night's discussion, however, was when one of my grad students asked if I thought her C grade was actually reflective of her learning in that class and I responded that it clearly was not. I've been moving towards ungrading for a while now, and this conversation (along with the reading) made me realize how much a student like this would benefit from a more authentic form of assessment, one that would measure overall growth instead of performance on individual assignments. (Ashley)

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I struggle with some of the suggested changes to the syllabus because I was taught that the syllabus IS the rule book and the CYA book. If it's not in the syllabus (especially prohibitive policies/what students should or shouldn't do) then there's no protection for faculty enforcing a course policy (e.g., taking points off for a late assignment). This still seems to be true to me. However, there are certainly suggested changes I could incorporate.

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Our first small group convo was focused on big picture course design related to learning outcomes. The theme that I saw was significant learning: thinking about what we hope students might remember about our class in 1 or 3 or 5 years. So, not facts and details. We talked about experiential learning, building relationships among students, applying ideas to how we live in the world, etc. I feel like in every discipline and course, learning outcomes can be focused on the Human Dimension, Caring, Learning to Learn, etc. Even in STEM! -Matt

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On pages 118-9 they address Imposter Syndrome, and I must admit that I find the description of trespasser syndrome to be a good complement or alternative to imposter syndrome for some. "A trespasser is someone who enters spaces they are not supposed to be, where they do not belong. A trespasser isn’t afraid of being discovered for who they really are; they are afraid of being treated like they don’t belong where they are.

“Trespasser Syndrome” is a more accurate description than “imposter syndrome” of what people from underrepresented groups experience in classrooms, workplaces, and such contexts. The syndrome experienced by underrepresented people is not rooted in a fear of being embarrassed because they aren’t as talented as people believe; it’s rooted in a fear that no matter how talented you are and how hard you work, you will be treated like you are trespassing, like you do not belong."

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I have always disliked the term "imposter syndrome." I kind of sort of understand what it is trying to encapsulate, but it reminds me of being in college, using a fake ID to get into a bar, and being nervous the whole night that someone was going to figure out that I was only 18. When I was first introduced to the term "imposter syndrome," I diligently studied and researched it. I even taught workshops on it. But, I never connected with it, and over the past couple of years, I started exploring why this term irritates me so much.

The term was first used by Dr. Clance and Dr. Imes, psychologists who studied and counseled high achievers, to describe the insecurities these high achievers felt about not being as smart as people thought they were. As Dr. Clance and Dr. Imes described it, the syndrome was primarily rooted in successful people feeling like their success was due to luck, connections, or something other than their talent. The term has evolved beyond those types of insecurities to also include insecurities arising from underrepresentation and marginalization.

Again, I kind of sort of get what the term is trying to communicate, but it is not always accurate or helpful. In fact, the more I studied how people were using it and internalizing it, the more I realized it can actually be harmful when applied to people who are underrepresented and/or marginalized.

An imposter is a person who pretends to be someone else to deceive others, especially for fraudulent gain. While that definitely describes my teenage adventures with a fake ID and may also describe people who are worried that their success is due to luck and connections instead of innate talent, it does not describe people who are not adequately represented in organizations.

Women, people of color, and others from underrepresented groups are not worried they achieved anything because of luck or connections; the harsh reality is that they know that luck and connections weren't available to them. They know their achievements were secured through grit, resilience, and necessary overachievement in order to compensate for the lack of luck and connections. People from underrepresented groups are not afraid that they are imposters; they are afraid that the majority groups won't see them for who they are and won't welcome them if they do see them. These fears are not the fears of imposters; they are the fears of trespassers.

A trespasser is someone who enters spaces they are not supposed to be, where they do not belong. A trespasser isn't afraid of being discovered for who they really are; they are afraid of being treated like they don't belong where they are.

"Trespasser Syndrome" is a more accurate description than "imposter syndrome" of what people from underrepresented groups experience in classrooms, workplaces, and such contexts. The syndrome experienced by underrepresented people is not rooted in a fear of being embarrassed because they aren't as talented as people believe; it's rooted in a fear that no matter how talented you are and how hard you work, you will be treated like you are trespassing, like you do not belong.

"Trespasser Syndrome" is also a more empowering description of what people from underrepresented groups experience because it honors the pain, anxiety, stress, and sheer pissedoffness of trailblazing. Many workplaces still have metaphorical "No Trespassing! Keep Out!" signs that scream at underrepresented groups in hiring and promotion processes. It takes serious grit and determination to ignore the signs and walk in with your head held high, and your spine steeled for the explicit and implicit bullshit you will encounter in your journey. Knowing that you will be treated like you don't belong but entering the space anyway is an act of empowered courage.

After you have entered, you encounter the inevitable anxiety and frustration that you may get called out as a trespasser because you don't quite look like, talk like, play like, party like, and just generally act like the people who have historically been successful there. You expect it, but the weight of navigating that anxiety and frustration weighs you down. Yet, you don't doubt your talent or your work ethic, but you do doubt that people will see your talent and work ethic.

Let's keep "imposter syndrome" around for people who are worried that luck and connections are more influential than talent in their success. But, let's stop using that term for people who, in spite of the lack of luck and connections and the "keep out" messages, entered spaces they deserve to be in but are treated as trespassers no matter how talented they actually are.

Use "imposter syndrome" when it's relevant.

Differentiate it from "trespasser syndrome" to honor the realities of succeeding in spite of not belonging.

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Is it Imposter Syndrome or is it Trespasser Syndrome?

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I have always disliked the term "imposter syndrome." I kind of sort of understand what it is trying to encapsulate, but it reminds me of being in college, using a fake ID to get into a bar, and being...

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I'm appreciating the distinctions offered between belonging and mattering, and the recognition that belonging is more than people having some friendships. And while we can do some things in our courses that may help foster belonging and mattering, we can be undermined by institutional processes and climate that doesn't feel welcoming/supportive/inclusive. I'm also thinking about what it means to ask faculty to foster belonging and mattering for students, when they may not feel this themselves in the institution. In some ways the connections with students may foster their own belonging/mattering, but what are we doing to consistently and systematically do this for all faculty and staff too?

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Diane Nevárez recommended an article to me entitled ¨Guests in Someone Else´s House: Students of Color. "Ron Wakabayashi, National Director of the Japanese American Citizens League, expressed this sense of exclusion very well. He said, “We feel that were a guest in someone else’s house, that we can never relax and put our feet up on the table” (quoted by Lee Daniels 1991, 5). Daniels points out that guests are not family, whose foibles and mistakes are tolerated. On the contrary, guests must follow the family’s wishes without question, keep out of certain rooms in the house, and always be on their best behavior. The metaphor can be extended further. Like students of color in the university climate, guests have no history in the house they occupy. There

are no photographs on the wall that reflect their image. Their paraphernalia, paintings, scents, and sounds do not appear in the house. There are many barriers for students who constantly occupy a guest status that keep them from doing their best work." p. 356

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Responding to Students' Unspoken Questions about Trust

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Responding to Students' Unspoken Questions about Trust

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Unit 6 mentions this book, Sentipensante Pedagogy by Laura Rendón and I just wanted to plug it here. I am grateful to Matt Cover for introducing me to this book a few years ago. It is a great book.

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(page 195). I really like the tone of these classroom norms, and the terminology of "guideposts." In courses and faculty development workshops co-facilitators and I have included norms that address these topics in somewhat different language and I'm trying to sit with these guideposts to see if/how I might adopt them instead of/alongside what I currently use.

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Oops tokens and bonuses for not using (p. 183)

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Oops tokens and bonuses for not using (p. 183)

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I like the concept of "oops tokens" as a way to allow some leeway without needing to share reasons why extensions are needed. But I really don't like that extra credit is given to those who don't use them. It's like giving prizes for perfect attendance - I feel like this is an inequitable practice to prize those whose lives didn't create disarray during the semester, or to celebrate those who overworked to complete a deadline when they should have been resting or addressing other priorities beyond coursework.