Faculty Team Quotes

It was hard to live through the early 1940s in France and not have the war be the center from which the rest of your life spiraled. Marie-Laure still cannot wear shoes that are too large, or smell a boiled turnip, without experiencing revulsion. Neither can she listen to lists of names. Soccer team rosters, citations at the end of journals, introductions at faculty meetings – always they seem to her some vestige of the prison lists that never contained her father’s name.

It's one of the Archchancellor's Big Ideas. He says that if the faculty gets to know one another better, they'll be a happier, more efficient team.' 'But they do know one another! They've known one another for ages! That's why they don't like one another very much! They won't stand for being turned into a happy and efficent team!

We should not, therefore, be astonished when other nations view the United States as a "faltering democracy." How long would a basketball team that was ranked number one in the polls remain in that position if the student body, the school paper, and supporting faculty constantly pointed out its weaknesses?

One interesting side-effect of the fire in Ankh-Morpork concerns the inn-sewer-ants policy, which left the city through the ravaged roof of the Broken Drum, was wafted high into the discworld's atmosphere on the ensuing thermal, and came to earth several days and a few thousand miles away on an uloruaha bush in the beTrobi islands. The simple, laughing islanders subsequently worshipped it as a god, much to the amusement of their more sophisticated neighbours. Strangely enough the rainfall and harvests in the next few years were almost supernaturally abundant, and this led to a research team being despatched to the islands by the Minor Religions faculty of Unseen University. Their verdict was that it only went to show. *

THE SIX-HOUR SEMINAR that Jack was forced to attend at the beginning of each new semester had been called Orientation until a few years ago, when the university changed the seminar’s name to Onboarding. The name change coincided with a revamp of the orientation curriculum, which had bloated into this all-day human resources horror during which members of the HR team attempted, at unmerciful length, to “socialize the mission statement’s DNA,” is how they put it. They were referring to the many-planked mission statement the university had spent two years and countless consultant dollars developing in a campus-wide effort to express everything the university did in just one sentence. This was the brainchild of the university’s new CFO, who told the faculty in all seriousness that developing a mission statement that captured everything the university did in just one sentence was akin to their “moonshot,” and he asked for their help in this endeavor “not because it is easy, but because it is hard.” Why the university needed to corral its collective intelligence and creativity and energy for the task of expressing everything it did in just one sentence was a mystery to most faculty, but this did not stop their administrator bosses from enthusiastically assigning them to “mission statement working groups” so that they could have a voice (unpaid) in developing this one magical sentence, this one statement that would distill everything everyone did into a phrase ideally small enough for letterhead.

These are the daily annoyances, the subtle messages of whiteness. But we bear other scars, too. Over and over I have seen white men and women get praise for their gifts and skills while women of color are told only about their potential for leadership. When white people end up being terrible at their jobs, I have seen supervisors move mountains to give them new positions more suited to their talents, while people of color are told to master their positions or be let go. I have been in the room when promises were made to diversify boardrooms, leadership teams, pastoral staff, faculty and staff positions, only to watch committees appoint a white man in the end. It's difficult to express how these incidents accumulate, making you feel undervalued, underappreciated, and ultimately expendable.

When a subsystem’s goals dominate at the expense of the total system’s goals, the resulting behavior is called suboptimization. Just as damaging as suboptimization, of course, is the problem of too much central control. If the brain controlled each cell so tightly that the cell could not perform its self-maintenance functions, the whole organism could die. If central rules and regulations prevent students or faculty from exploring fields of knowledge freely, the purpose of the university is not served. The coach of a team might interfere with the on-the-spot perceptions of a good player, to the detriment of the team. Economic examples of overcontrol from the top, from companies to nations, are the causes of some of the great catastrophes of history, all of which are by no means behind us.

But before he was given a chance to speak, the Dean of Students, who was presiding over the hearing, said that Woolly was there to answer for the fire he had set on the football field. A moment later, Mr. Harrington, the faculty representative, referred to it as a blaze. Then Dunkie Dunkle, the student council president (who also happened to be captain of the football team), referred to it as a conflagration. And Woolly knew right then and there that no matter what he had to say, they were all going to take the side of the thesaurus. As Woolly placed his dictionary back in the box, he heard the tentative creak of a footstep in the hall, and when he turned, he found his sister standing in the doorway—with a baseball bat in her hands.

When Bouchard’s twin-processing operation was in full swing, he amassed a staff of eighteen—psychologists, psychiatrists, ophthalmologists, cardiologists, pathologists, geneticists, even dentists. Several of his collaborators were highly distinguished: David Lykken was a widely recognized expert on personality, and Auke Tellegen, a Dutch psychologist on the Minnesota faculty, was an expert on personality measuring. In scheduling his twin-evaluations, Bouchard tried limiting the testing to one pair of twins at a time so that he and his colleagues could devote the entire week—with a grueling fifty hours of tests—to two genetically identical individuals. Because it is not a simple matter to determine zygosity—that is, whether twins are identical or fraternal—this was always the first item of business. It was done primarily by comparing blood samples, fingerprint ridge counts, electrocardiograms, and brain waves. As much background information as possible was collected from oral histories and, when possible, from interviews with relatives and spouses. I.Q. was tested with three different instruments: the Wechsler Adult Intelligence Scale, a Raven, Mill-Hill composite test, and the first principal components of two multiple abilities batteries. The Minnesota team also administered four personality inventories (lengthy questionnaires aimed at characterizing and measuring personality traits) and three tests of occupational interests. In all the many personality facets so laboriously measured, the Minnesota team was looking for degrees of concordance and degrees of difference between the separated twins. If there was no connection between the mean scores of all twins sets on a series of related tests—I.Q. tests, for instance—the concordance figure would be zero percent. If the scores of every twin matched his or her twin exactly, the concordance figure would be 100 percent. Statistically, any concordance above 30 percent was considered significant, or rather indicated the presence of some degree of genetic influence. As the week of testing progressed, the twins were wired with electrodes, X-rayed, run on treadmills, hooked up for twenty-four hours with monitoring devices. They were videotaped and a series of questionnaires and interviews elicited their family backgrounds, educations, sexual histories, major life events, and they were assessed for psychiatric problems such as phobias and anxieties. An effort was made to avoid adding questions to the tests once the program was under way because that meant tampering with someone else’s test; it also would necessitate returning to the twins already tested with more questions. But the researchers were tempted. In interviews, a few traits not on the tests appeared similar in enough twin pairs to raise suspicions of a genetic component. One of these was religiosity. The twins might follow different faiths, but if one was religious, his or her twin more often than not was religious as well. Conversely, when one was a nonbeliever, the other generally was too. Because this discovery was considered too intriguing to pass by, an entire additional test was added, an existing instrument that included questions relating to spiritual beliefs. Bouchard would later insist that while he and his colleagues had fully expected to find traits with a high degree of heritability, they also expected to find traits that had no genetic component. He was certain, he says, that they would find some traits that proved to be purely environmental. They were astonished when they did not. While the degree of heritability varied widely—from the low thirties to the high seventies— every trait they measured showed at least some degree of genetic influence. Many showed a lot.

Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.

When looking at agendas for board, faculty, team, and other meetings, to what extent do agenda items and meeting minutes deal with processes and criteria related to placing students in different programs versus classroom processes and strategies that can best meet the needs of these learners?

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

Choose the best, a team of experienced and eminent faculty and rigorous assessment makes sure that you succeed smoothly.

Even supermotivated people who’re working to exhaustion may not be doing deliberate practice. For instance, when a Japanese rowing team invited Olympic gold medalist Mads Rasmussen to come visit, he was shocked at how many hours of practice their athletes were logging. It’s not hours of brute-force exhaustion you’re after, he told them. It’s high-quality, thoughtful training goals pursued, just as Ericsson’s research has shown, for just a few hours a day, tops. Noa Kageyama, a performance psychologist on the faculty of the Juilliard School of Music, says he’s been playing the violin since he was two but didn’t really start practicing deliberately until he was twenty-two. Why not? There was no lack of motivation—at one point, young Noa was taking lessons with four different teachers and, literally, commuting to three different cities to work with them all. Really, the problem was just that Noa didn’t know better. Once he discovered there was an actual science of practice—an approach that would improve his skills more efficiently—both the quality of his practice and his satisfaction with his progress skyrocketed. He’s now devoted himself to sharing that knowledge with other musicians.

A few members of the faculty expressed the views that the [Korean] war was not all of the problem. The attitude of the faculty that was summed up neatly by one member, who said: "The football craze throughout the entire first semester occupied too much of the students time and resulted in low grades and class cuts." I was inclined to agree that football had been a factor. It seemed to me that a winning team had done a great deal for the state of Oklahoma, but not nearly as much for the university. I resolved to do everything that I could to prevent the university from taking part in a postseason game after the 1951 season.

Faculties often complain when asked to use team time to read and discuss research, but this step minimizes time wasted applying the wrong interventions to the wrong student for the wrong amount of time.

I have been in the room when promises were made to diversify boardrooms, leadership teams, pastoral staff, faculty and staff positions, only to watch committees appoint a white man in the end. It's difficult to express how these incidences accumulate, making you feel undervalued, unappreciated, and ultimately...expendable.

In everyday life, more than nine in ten drivers are above-average drivers, or so they presume. In surveys of college faculty, 90 percent or more have rated themselves as superior to their average colleague (which naturally leads to some envy and disgruntlement when one’s talents are underappreciated). When husbands and wives estimate what percent of the housework they contribute, or when work-team members estimate their contributions, their self-estimates routinely sum to more than 100 percent.

The Communist Party of Cuba really had its start during the 1920’s, but not wanting to appear all too radical, the founders dropped the word “communist” and softened its name to the “Popular Socialist Party.” The more radical faction of the party eventually won out and again changed the name of their party to the more militant “Communist Revolutionary Union.” One of the primary founders and leaders of this Communist movement was our young man in Havana, “Julio Antonio Mella.” He never accepted things at face value and challenged authority whenever he felt that they were becoming abusive or self-serving. There was no doubting that he always stood out from the crowd. Not only was his influence felt among the students and faculty but he also had a reputation as an audacious ladies’ man. Being handsome, well-built, with a head of wavy brown hair and sensuous lips, he was known to have bedded many of his female followers. Some of these women said that he resembled a Grecian God. Athletically inclined, he worked out and also became a valued member of the university rowing team. The young lady that was with him when he was assassinated was Tina Modotti.

When thinking about how to incorporate lecture videos, many online faculty imagine posting videos of their classroom lectures in the course. This is certainly one way to do it, and some institutions are investing in elaborate lecture-capture systems to facilitate this process. But lecture capture requires expensive tech and a team of skilled professionals. The small teaching way is to record short narrated slideshow videos or webcam-style videos speaking directly to the camera on your computer monitor. The key word here is short. “Traditional in-person lectures usually last an hour, but students have much shorter attention spans when watching educational videos online,” writes Philip Guo in a blog post about a study he and his colleagues conducted (Guo, 2013). The researchers compiled data from 6.9 million video-watching sessions to track engagement patterns of online students. Their findings led to a strong recommendation that online class videos should be no longer than six minutes.

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