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I liked the idea of students being able to decide if they wanted to use a pseudonym or publish anonymously.

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This should be easy because it's uncomfortable for me to go into a classroom where I am the instructor and not know how things are going to go. While I want students to engage in meaningful ways in things like negotiating the syllabus, there is a lot of unpredictability and vulnerability there.

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Offering multiple ways to engage with a text. Social annotation, written reflection, in-class discussion. By giving students choice in the way they respond, it not only makes the work more accessible, but it allows students to learn from their peers.

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Sharing examples of prior student work. By giving students some exemplars, and discussing how they meet and do not meet the guidelines for an assignment, students begin with a clearer picture of what I am looking for in grading.

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I encourage my students to engage bravely by asking questions and participating even when they are unsure or afraid of being wrong. I remind them that it’s okay to share ideas, make mistakes, and learn from feedback as part of the process. I also emphasize the importance of listening respectfully to others and being open to changing their thinking when they gain new understanding.

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One checkpoint I can add is a mid-week check-in where students briefly share their progress, challenges, or questions. This allows me to identify misunderstandings early and provide timely support before assignments are due. I can also tweak this by including a short reflection where students describe what they understand well and what they still find difficult. This supports my goal of improving student engagement and helps me adjust my teaching based on their needs.

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I can share my own story honestly. Completing a PhD while managing a demanding career, raising a family, and serving my community wasn't comfortable — it required sitting with uncertainty and pushing through anyway. I'll name that in the classroom and normalize the discomfort that comes with doing hard, meaningful intellectual work.

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My Covenant House SleepOut — sleeping outside to raise awareness for homeless youth — is one. Showing up in predominantly white corporate spaces as a Black man from the Bronx and still speaking truth is another. Bravery doesn't always look dramatic. Sometimes it's just refusing to shrink.

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By being explicit about it from day one. In EMBA 531, students will engage with real ethical dilemmas — many personal. I'll establish clear guidelines about what stays in the room, what can be shared, and give students agency over how their work is used, especially if it moves beyond the course.

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"Controversy with civility" resonates most deeply. In a Leadership and Ethics course, disagreement isn't a problem — it's the point. My goal is to create a space where students can challenge ideas, including mine, without it becoming combative or personal.

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I sequence learning deliberately — I don't drop students into complex ethical frameworks without first building a conceptual foundation. I use case studies to bridge theory and practice, and I create space for reflection before asking for application. That's scaffolding, even when I haven't always called it that.

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I want to add more structured mid-session pulse checks — brief moments where students can surface confusion or signal where they're struggling before we move forward. I also want to build in a pre-assignment orientation for any new tools or formats so students aren't navigating logistics and content simultaneously.

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The case study format is a strong starting point. Offering students multiple ways to engage with and respond to cases — written analysis, oral presentation, visual frameworks — would open the door for different learning styles and professional strengths to shine.