“Our students come first.”
That’s what it says on page five of George Mason University’s Strategic Plan. As one of the authors of that document back in 2014, I’m always happy when this simple sentence is deployed to explain a new policy or rule. And I’m equally unhappy when we, too often in my view, make rules and policies that are grounded in the revenue needs of our various academic units rather than what’s good for our students.
Because the internal contest for revenue that drives so much of our decision making makes me crazy, it’s useful to be reminded, by students, that they come first. They are under such pressure and face so many problems–excessive debt, an unpredictable job market, political disunity at home, a looming climate disaster everywhere. We owe them more than just an excellent course. What we do as educators transcends the syllabus.
And it’s good to be reminded, by students, that it’s not all about me.
Those who know me know that I’m a person of very strong political opinions and that I’m very passionate, and sometimes even a little intolerant (if I’m honest), on certain issues relating to individual rights, climate change, and the twinned issues of equity in access, not just in higher education, but in our society generally.
My students will tell you, I hope, that I also keep all of those opinions to myself in the classroom. This is an issue with lots of strong feelings on both sides — professors shouldn’t be afraid to express their political and social views in class/professors should keep those views to themselves. I get why some of my colleagues bring their views into the classroom and I don’t condemn them for that. I just don’t teach that way. That’s just me.
But I still have those strong opinions and