Category Archives: Teaching

RQ157

“Will You Look Death in the Eye?

An unearthly chill creeps through the air. The Wizard stops reading his ancient tome and gazes cautiously over his shoulder. The Warrior feels an unfamiliar fear as he draws his mighty sword. A shadow has fallen across the countryside. Death himself wanders the land. Can the heroes fulfill their epic quests with the spectre of the Grim Reaper hounding their every move?”

–Product description on the back of the box for Talisman: Reaper Expansion. Fantasy Flight Games. Web.

RQ156

“That is the greatest challenge of science fiction–taking intellectual premises, be they science extrapolated a hundred years into the future or social issues 1,000 years ahead, and making them seem current. Make them seem important. Make them about now without being blatant about it.

The best science fiction posits a world that’s not recognizable, yet makes it real. The best science fiction is addictive, rich, and lively. The best science fiction invites conversation and thought, as well as an emotion-packed thrill ride.

And as I listened to my non-SF friends wax poetic about the new Battlestar, I realized that the show accomplishes all that and more.”

–Kristine Kathryn Rusch. “Cheez Whiz and the Future: Battlestar Galactica and Me.” So Say We All: An Unauthorized Collection of Thoughts and Opinions on Battlestar Galactica. Ed. Richard Hatch, Tee Morris, and Glenn Yeffeth. Dallas: BenBella Books, 2006. Quote on page 202.

RQ142

“Living is learning and in living a good life we teach what we learn to others.”

–Loni Peristere. “Mutant Enemy U.” Serenity Found. Ed. Jane Espenson. Dallas: BenBella Books, 2007. Quote on page 117.

RQ131

“College Writing Programs is not, in short, your grandparents’ writing program. Grammar and syntax still apply, and still matter. But CWP has come a long way from its 19th-century origins, when UC students were schooled in ‘Oral and Written Expression’ — known universitywide as Subject A — defined as the ability to use English ‘correctly, clearly and pertinently.’ In addition to such longtime staples as reading and comp and professional communication, the 21st-century Berkeley program offers more than 20 courses in everything from public speaking, creative nonfiction and travel writing to new media, where advanced students learn concision by crafting 130-character micro-essays suitable for Twitter.”

–Barry Bergman. “Berkeley’s Writing Requirement? Bold Vision, Endless Revision.” UC Berkeley NewsCenter. Jan 31, 2012. Web.

RQ120

“Argument 2: ‘But isnʼt the UC in particular broke?’
• Yes and no. While state funding has declined sharply, the mismanagement and priorities of UC Administrators and the Regents have worsened the impact of these cuts on students, workers, and overall educational quality.
• Assumption: Because the UC is a public university, the Regents who manage the UC must be transparent and accountable to voters—and share our priorities.

BUT: the Board of Regents is neither transparent nor accountable.
• The majority of the 25 Regents are appointed by governors to serve 12-year terms, (usually as political favors for large contributions or fund-raising efforts.)
• Voters, students, and even lawmakers have almost no say about who gets to be a Regent or what their priorities should be in managing the University.

SO: What are those priorities?
• The UC prioritizes construction projects, administrative growth, and executive bonuses—over students, workers, and faculty.
• The ratio of managers to professors in 1994 was 3 to 6. But by 2010, there were actually more managers than professors.
• The Regents approve millions in 20-25% raises and bonuses for top executives nearly every time they meet—even as they are cutting pay and hiking fees.
• The cost of administrative bloat in the UC is estimated at $600 million a year.

POINT: The UC is not broke. Like the state, UC Administrators and the Regents have made a choice to respond to state cuts by funneling money to administrators and executives, while forcing pay cuts and tuition hikes on UC workers and students.”

–“Teach the Budget”. Winter 2012. teachthebudget.com. Quote on pages 2-3.

RQ102

“Teachers do need and deserve a living wage. Like everyone else, teachers need enough to take care of a family, to be able to live in the same neighborhood as his or her workplace–if they so choose–to maintain good health, to get from here to there, and to live out a reasonably decent life after 30 or more years of teaching. The good teacher can’t teach better if offered a carrot or threatened with the stick. These might do for a horse or an ass, but a teacher is neither.”

–Maurice Englander. “10 More Maxims for Teachers.” California Teacher Nov./Dec. 2011: 10.

RQ84

“Students, in turn, need to recognize that their college education is above all a matter of opening themselves up to new dimensions of knowledge and understanding. Teaching is not a matter of (as we too often say) ‘making a subject (poetry, physics, philosophy) interesting’ to students but of students coming to see how such subjects are intrinsically interesting. It is more a matter of students moving beyond their interests than of teachers fitting their subjects to interests that students already have. Good teaching does not make a course’s subject more interesting; it gives the students more interests — and so makes them more interesting.”

–Gary Gutting. “What Is College For?” Opinionator. New York Times Dec. 14, 2011.

RQ79

“By 1930, skepticism in Sacramento had grown and taken root beyond the state’s agricultural sector. Hard-pressed legislators were more disinclined than ever to fund the kind of higher education that the University of California stood for. The university was widely perceived as ‘elitist,’ unwilling to meet the needs of California’s young people for practical higher education …. ”

–Jane Stanley. The Rhetoric of Remediation: Negotiating Entitlement and Access to Higher Education. Pittsburgh: University of Pittsburgh Press, 2010. Kindle edition. Quote in chapter four.

RQ74

“Jane Stanley’s fascinating, engaging Rhetoric of Remediation reminds us that the history of remediation and its guiding rhetorics continue to operate today–as well as to shape the teaching of writing from high school through college. With impressive historical range, Stanley links archival documents with political and economic developments, vividly illustrating how the rhetoric of remediation negotiates the terrain between access and status at the University of California, Berkeley, and by implication elsewhere. Along the way, portraits of key composition figures offer an insightful genealogy of the present. This is an excellent resource for anyone interested in the history of college composition and remediation, perplexed by institutions’ ambivalence toward underprepared students, or charged with articulating what our culture currently calls college readiness.”

–MLA press release, December 5, 2011, announcing that Jane Stanley has won the MLA Mina P. Shaughnessy Prize for The Rhetoric of Remdediation: Negotiating Entitlement and Access to Higher Education.

RQ70

“I very much appreciate that it is unacceptable to have a core campus system like CalMail offline for any length of time. Today’s continued problems with CalMail have been particularly difficult for all involved.”

–Shelton Waggener. Email, subject: CalMail Status. Nov. 29, 2011.