For postgraduate students there is a tendency to feel our identities have been subsumed under the research we carry out. The dissertation reflects the ultimate form of self-expression even if it is the ideas, not the sentiments behind them, that determine its value. However, there are other instances where the ‘personality’ of research carries great currency in academia. In their second year, several PhD students opt to teach undergraduate seminars. What I have learned from this experience, thus far, is that how I engage with the material shapes their educational experience in the classroom.
This term, one of the modules I’m involved with is taught by my supervisor. Knowing him quite well, it is interesting to see how much of his personality comes into the content of the course. The lectures and seminar activities demonstrate a comprehensive presentation of the module’s topic but also relate back to several critical issues approached in his own research. While he is careful to establish a line between content, criticism, and even personal sentiment, the environment of active engagement that he creates prompts students to do the same. Not all academics are comfortable bringing passion into the classroom. Continue reading